Analyzing Pre- and In-Service Teachers‘ Feedback Practice With Microteaching Videos

• In Event: Teachers' Practices and Practical Knowledge

Abstract

Feedback has a major impact on student learning and achievement. In this study, teachers’ feedback practices were assessed by applying a video-based assessment tool in a standardized microteaching setting. A feedback situation was created and students were assigned prototypical roles, which the teachers had to react to authentically. The coding system used to assess the feedback practices is based on the feedback model by Hattie & Timperley (2007). The results show that teachers mostly give feedback about the task, but also provide a great amount of feedback about the processing of a task. However, hardly any feedback on self-regulation was provided.

Authors

• Anna Holstein, Leuphana University - Lueneburg

• Kira Elena Weber, Leuphana University - Lueneburg

• Christopher Neil Prilop, Leuphana University - Lueneburg

• Marc Kleinknecht, Leuphana University - Lueneburg