The role of emotion and reflection in the development of student teachers’ self-efficacy when analyzing video lessons

Frontiers in Psychology

Psychology

Jennifer Paetsch¹  Anne Schlosser² 

[1] Institute of Educational Science, University of Bamberg, Bamberg, Germany;null;

关键词: self-efficacy;    emotion;    emotional arousal;    reflection;    teacher education;    video lessons;   

DOI  :  10.3389/fpsyg.2023.1080883

 received in 2022-10-26, accepted in 2023-01-18,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionTeachers’ 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.MethodsThe 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.ResultsThe 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.DiscussionIn 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.

【 授权许可】

Unknown   
Copyright © 2023 Schlosser and Paetsch.