The Role of Emotion and Depth of Reflection for Changes in Self-Efficacy : An Intervention with Video Lessons for Student Teachers
|Faculty/Professorship:||Evaluation in Teacher Education|
|Author(s):||Schlosser, Anne ; Paetsch, Jennifer|
|Conference:||EARLI SIG 11, 23 June 2022, Oldenburg|
|Publisher Information:||Bamberg : Otto-Friedrich-Universität|
|Year of publication:||2022|
|Licence:||Creative Commons - CC BY - Attribution 4.0 International|
Theoretical background and research question
Analyzing videos from other teachers is widely used for integrating practice into teacher education (Gaudin & Challies, 2015). Empirical studies show that the use of video lessons promotes self-efficacy (e.g. Gold, Hellermann & Holodynski, 2017). Other studies point to the effectiveness of emotional and cognitive processes in this context (Kleinknecht & Poschinski, 2014). However, the question of the mechanisms that lead to an increase in self-efficacy remains open. The aim of the present study was to investigate student teachers’ changes in self-efficacy during a video-based intervention. It was hypothesized that emotions (H1) and depth of reflection (H2) will predict changes in self-efficacy.
In a pre-post-experimental-design, a 90-minute intervention on heterogeneity was administered to student teachers who were randomly assigned to three groups. After a theory section, students analyzed two instructional videos or, in the control group (CG), two equivalent written case studies. In the experimental groups (EG), students were asked to observe the videos using either open-ended (EG1; e.g., "What did you notice positively in the video sequence?") or closed-ended observation tasks (EG2; e.g., "How do you think students feel about task instruction?"). A total of 158 (non-systematic-dropout n = 62) students participated in the study (83% female). The following scales were used: Self-efficacy for instructional differentiation and promotion (Meschede & Hardy, 2020; αpretest=.81); positive and negative affect schedule (Breyer & Bluemke, 2016; positive affect: αpretest=.86; negative affect: αpretest=.82), reflection (three subscales; Reinders, 2016): description of thoughts and feelings (αpretest=.76), theoretical contextualization (αpretest=.66), and theoretical evaluation (αpretest=.86).
Repeated measures ANOVA show a significant increase in self-efficacy in EG2; F(1,17) = 7.84, p = .012. However, EG1 (F(1,32) = 1.36, p = .253) and CG (F(1,20) = .03, p = .871) show no significant changes in self-efficacy. Further regression analyses will be conducted to test the hypotheses. The results are discussed in light of existing research regarding video lessons in initial teacher education and sources of self-efficacy.
Breyer, B. & Bluemke, M. (2016). Deutsche Version der Positive and Negative Affect Schedule PANAS (GESIS Panel).
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Gold, B., Hellermann, C., & Holodynski, M. (2017). Effekte videobasierter Trainings zur Förderung der Selbstwirksamkeitsüberzeugung über Klassenführung im Grundschulunterricht. ZfE, 20(1), 115-136.
Kleinknecht, M., & Poschinski, N. (2014). Eigene und fremde Videos in der Lehrerfortbildung. Eine Fallanalyse zu kognitiven und emotionalen Prozessen beim Beobachten zweier unterschiedlicher Videotypen. Zeitschrift für Pädagogik, 60(3), 471-490.
Meschede, N. & Hardy, I. (2020). Selbstwirksamkeitserwartungen von Lehramtsstudierenden zum adaptiven Unterrichten in heterogenen Lerngruppen. Zeitschrift für Erziehungswissenschaft, 23(3), 565–589.
Reinders, H. (2016). Service Learning - Theoretische Überlegungen und empirische Studien zu Lernen durch Engagement. Weinheim, Basel: Beltz; Juventa.
|GND Keywords:||Lehramtsstudent; Unterrichtsbeobachtung; Videoaufzeichnung; Selbstwirksamkeit|
|Keywords:||self-efficacy, emotion, reflection, student teachers|
|DDC Classification:||370 Education|
|RVK Classification:||DP 1620|
|Release Date:||12. December 2022|
|Project:||Teilprojekt Evaluation DiKuLe |
Evaluation - WegE: Wegweisende Lehrerbildung
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University of Bamberg