Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K (2020)
Psychology Learning and Teaching 20(1): 107-127.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Pieper, MartinUniBi;
Roelle, Julian;
vom Hofe, RudolfUniBi;
Salle, AlexanderUniBi;
Berthold, KirstenUniBi
Einrichtung
Abstract / Bemerkung
The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers (N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester.
Erscheinungsjahr
2020
Zeitschriftentitel
Psychology Learning and Teaching
Band
20
Ausgabe
1
Seite(n)
107-127
ISSN
1475-7257
Page URI
https://pub.uni-bielefeld.de/record/2947090
Zitieren
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K. Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers. Psychology Learning and Teaching. 2020;20(1):107-127.
Pieper, M., Roelle, J., vom Hofe, R., Salle, A., & Berthold, K. (2020). Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers. Psychology Learning and Teaching, 20(1), 107-127. https://doi.org/10.1177/1475725720966190
Pieper, Martin, Roelle, Julian, vom Hofe, Rudolf, Salle, Alexander, and Berthold, Kirsten. 2020. “Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers”. Psychology Learning and Teaching 20 (1): 107-127.
Pieper, M., Roelle, J., vom Hofe, R., Salle, A., and Berthold, K. (2020). Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers. Psychology Learning and Teaching 20, 107-127.
Pieper, M., et al., 2020. Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers. Psychology Learning and Teaching, 20(1), p 107-127.
M. Pieper, et al., “Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers”, Psychology Learning and Teaching, vol. 20, 2020, pp. 107-127.
Pieper, M., Roelle, J., vom Hofe, R., Salle, A., Berthold, K.: Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers. Psychology Learning and Teaching. 20, 107-127 (2020).
Pieper, Martin, Roelle, Julian, vom Hofe, Rudolf, Salle, Alexander, and Berthold, Kirsten. “Feedback in Reflection Journals Fosters Reflection Skills of Pre-Service Teachers”. Psychology Learning and Teaching 20.1 (2020): 107-127.
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