Effects of Structured Web-Based Peer-Feedback Environments on Preservice Teachers' Feedback Beliefs and Perception

• In Event: Moscone Center West Roundtable Session 14
  In Roundtable Session: Examining the Assessment of Preservice Teacher Candidates

Abstract

In this study, we investigated the impact of different peer-feedback environments
on pre-service teachers’ feedback beliefs and perception during a teaching practicum.
Participants provided and received peer-feedback on their teaching in face-to-face sessions,
online and text-based or online and video- based environments. The results showed no
significant effects of the different feedback environments on pre-service teachers’ feedback
beliefs. In terms of feedback perception, participants of the video-based feedback
environment reported significantly more perceived feedback usefulness and more willingness
to improve because of feedback in comparison to the online text-based group. No differences
could be found between the video-based and the face-to-face groups.

Authors

• Kira Elena Weber, Leuphana University - Lueneburg

• Christopher Neil Prilop, Leuphana University - Lueneburg

• Marc Kleinknecht, Leuphana University - Lueneburg