Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers

Pieper, Martin; Roelle, Julian; Hofe, Rudolf vom; Salle, Alexander; Berthold, Kirsten

doi:10.1177/1475725720966190

Cited by 14 publications

(19 citation statements)

References 21 publications

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“…The findings have indicated that there was a positive relationship between applying reflective diaries and the development of teachers' reflective, communicative, and professional skills. In the same harmony, Pieper et al, (2021) have also tested whether lecturers and tutors' feedback on initial reflective journal entries can enhance reflection skills among student teachers. The findings likewise have illustrated that lecturer and tutor's feedback on initial reflective journal has a significant impact on fostering reflection among student teachers.…”

Section: Features and Significance Of Reflectionmentioning

confidence: 99%

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

دیاب¹

2022

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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This study investigated the effects of dialogic teaching enhanced by SAMR model on developing prospective teachers' reflective teaching skills. The experimental design was used where two groups of fourth-year, English section, Faculty of Education, University of Sadat City prospective teachers (PTs) were assigned as a control group and an experimental one (30 participants each). The study instruments were a Reflective Teaching Questionnaire (RTQ) and an observation checklist. The RTQ was administered to all participants of the study both before and after the experimental treatment and the observation checklist was applied to three participants of the experimental group before, during and after the treatment. For eight weeks, participants of the control group received regular instruction while those of the experimental group were taught using dialogic teaching enhanced by SAMR model. The findings of the current study revealed that PTs' reflective teaching skills at their four levels (pre, surface, pedagogical, and critical) were developed and dialogic teaching that was enhanced by SAMR model have proved to have significant and positive effects on developing PTs' reflective teaching skills.

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Section: Features and Significance Of Reflectionmentioning

confidence: 99%

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

دیاب¹

2022

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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“…The studies reported in this Special Issue investigated all four types of potential moderators (indicated by an * in Figure 1). In terms of features of the retrieval task, multiple articles compared different types of feedback, including feedback versus no feedback (Pieper et al., 2021), correct-answer feedback with explanations versus correct-answer only feedback (Enders et al., 2021), and positive versus negative feedback (Jones et al., 2021). Furthermore, three studies in the current Special Issue examined characteristics of the learning context.…”

Section: Moderators Of the Testing Effect: An Overviewmentioning

confidence: 99%

“…A recent meta-analytic study revealed a huge variability in the effectiveness of feedback (Wisniewski et al., 2020). It often fosters students' learning and achievement, for example, when it is geared towards task performance (Enders et al., 2021; for an overview, see Klej et al., 2015) or self-regulation (Pieper et al., 2021). However, feedback can also be detrimental to learning, for example, when it involves personal evaluations of abilities (e.g., praising the students’ mathematical talent; Brooks et al., 2019).…”

Section: Maximizing the Benefits Of Formative Testing: Providing Feedmentioning

confidence: 99%

“…students’ strategies on how to perform or solve the task ( processing level , see Pieper et al., 2021), such as ‘This strategy worked well for this type of task.’…”

Section: Maximizing the Benefits Of Formative Testing: Providing Feedmentioning

confidence: 99%

“…students’ habits to monitor, evaluate, and regulate task strategies to attain the learning goal ( self-regulation level , see Pieper et al., 2021), such as ‘You can more often monitor and evaluate whether you have made progress toward your original learning goals, considering the remaining time for the task.’…”

Section: Maximizing the Benefits Of Formative Testing: Providing Feedmentioning

confidence: 99%

See 2 more Smart Citations

PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback

Gaschler

Hausman

2021

Psychology Learning & Teaching

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Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics ( Bertilsson et al., 2021 ) as well as the timing of the practice test and sleep ( Kroneisen & Kuepper-Tetzel, 2021 ). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback ( Enders et al., 2021 ; Pieper et al., 2021 ) and positively or negatively valenced feedback ( Jones et al., 2021 ). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems ( Giebl et al., 2021 ), whether review quizzes should be required and contribute to students’ final grades ( den Boer et al., 2021 ), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice ( Endres et al., 2021 ). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.

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Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und Feedback

Schellenbach-Zell,

Molitor,

Kindlinger

et al. 2023

Z Erziehungswiss

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ZusammenfassungDie Reflexion über pädagogische Situationen gilt als eine wesentliche Voraussetzung für die Entwicklung von Professionalität und stellt eine Möglichkeit dar, wissenschaftliches Wissen mit praktischem Handeln zu verbinden. Die Entwicklung von Reflexionskompetenz stellt somit eine zentrale Herausforderung für die Lehrkräftebildung dar – gerade in Praxisphasen. Im vorliegenden Beitrag beschäftigen wir uns mit der Frage, inwiefern sich Instruktionen wie Prompts und Feedback durch die Dozierenden auf die Reflexionskompetenz von Studierenden auswirken. Dazu untersuchen wir in einem clusterrandomisierten Design die reflexive Auseinandersetzung von 187 Studierenden mit einer pädagogischen Standardsituation. Dabei vergleichen wir Studierende, die Prompts erhalten bzw. zusätzliches leitfadengestütztes Feedback bekommen, mit Studierenden ohne Prompts und Feedback. Bei der reflexiven Auseinandersetzung differenzieren wir zwischen einer inhaltlichen Dimension, die das verwendete Themenspektrum sowie die Nutzung von wissenschaftlichen Wissensbeständen umfasst, zwei Dimensionen von Prozessen, in denen sich die Auseinandersetzung vollzieht und der Reflexivitätsdimension, d. h. inwiefern die Komplexität pädagogischer Situationen anerkannt und kritisch reflektiert wird oder Statements eher unterkomplex und als eindeutig präsentiert werden. In vier MANCOVAs kann gezeigt werden, dass die in dieser Studie eingesetzten Prompts Studierende dazu anregen können, mehr Theorien zu beschreiben und mehr Deutungen vorzunehmen. Das zusätzliche Feedback führt dazu, dass Studierende mehr Konsequenzen für ihre eigene Professionalität ziehen und insgesamt mehr Prozesse nutzen als Studierende in den beiden Vergleichsgruppen. Die Ergebnisse werden vor dem Hintergrund der aktuellen Forschung zur Reflexion im Lehramtsstudium diskutiert.

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Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers

Cited by 14 publications

References 21 publications

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback

Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und Feedback

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