The role of emotion and reflection in the development of student teachers’ self-efficacy when analyzing video lessons
|Faculty/Professorship:||Evaluation in Teacher Education|
|Author(s):||Schlosser, Anne ; Paetsch, Jennifer|
|Publisher Information:||Bamberg : Otto-Friedrich-Universität|
|Year of publication:||2023|
|Source/Other editions:||Frontiers in Psychology, 14 (2023), S. 1-11 - ISSN: 1664-1078|
|is version of:||10.3389/fpsyg.2023.1080883|
|Year of first publication:||2023|
|Licence:||Creative Commons - CC BY - Attribution 4.0 International|
Teachers’ self-efficacy is an important indicator of student teachers’ preparedness for teaching. Interventions using video lessons are effective in increasing student teachers’ self-efficacy. However, there is a lack of research on emotional and reflective processes in the context of video-based interventions.
The present study examined emotions and reflection as well as their effects on changes in self-efficacy in a video-based intervention. A total of 159 student teachers participated in the study. The participants were randomly assigned to three groups: Two groups analyzed video lessons in which group roup one received open-ended observation tasks (ig1) and group two received structured observation tasks (ig2). Participants in the control group (cg) analyzed text-based case studies with open-ended observation tasks.
The results show that self-efficacy increased with medium effect size (d = 0.68) in video group two (ig2), whose members analyzed videos using structured observation tasks but not in video group one (ig1), whose members analyzed open-ended observation tasks, and in the control group. In addition, there were significant relations between positive arousal and reflection. Finally, regression analyses showed that reflection was a significant predictor for changes in self-efficacy, whereas no significant effect of emotional arousal was detected.
In conclusion, the findings of this study indicate that video-based interventions with structured observation tasks increased self-efficacy among student teachers. Furthermore, the findings provide novel evidence on the association between reflection, self-efficacy and emotion in video-based interventions in teacher education.
|Keywords:||self-efficacy, emotion, emotional arousal, reflection, teacher education, video lessons|
|DDC Classification:||370 Education|
|RVK Classification:||DN 7001|
|Release Date:||17. February 2023|
|Project:||Teilprojekt Evaluation DiKuLe|
originated at the
University of Bamberg
University of Bamberg