Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. (September 2019)

• Record Type: Journal Article
• Authors: Weber, Kira Elena; Prilop, Christopher Neil; Kleinknecht, Marc
• Is Part Of: Learning, culture and social interaction. Volume 22(2019)
• Publication Date: 2019-09
• Subjects: Learning -- Periodicals; Learning -- Social aspects -- Periodicals; Teaching -- Social aspects -- Periodicals; Social interaction -- Periodicals; 370.152305
• DOI: 10.1016/j.lcsi.2019.100318
• Languages: English
• ISSNs: 2210-6561

Abstract

Highlights: Self-efficacy in classroom management (SECM) increased in all groups. V-Coaching+ members' SECM increased significantly more than Live-Coaching members'. Video-based groups reported more competence support than the Live-Coaching group. Video-based self-reflections contained more negative evaluations than peer feedback. Experts provided more balanced (both negative and positive) feedback than novices.