Dehne Mathias, Gröschner Alexander
Faculty of Social and Behavioural Sciences, Friedrich Schiller University Jena, Jena, Germany.
Front Psychol. 2023 Jul 26;14:1166921. doi: 10.3389/fpsyg.2023.1166921. eCollection 2023.
Motivational and emotional characteristics influence teachers' reflections on video clips from their own teaching. However, utility values and the role of emotional cost have not been considered yet in video-based research in teacher education. In the present study, 102 student teachers were randomly assigned to an intervention group (IG) with video-based documentation of a lesson and systematic writing assignment or to a control group (CG) with protocol-based documentation of a lesson and writing assignment. Multigroup latent change score analysis indicated that IG participants, on average, showed a 0.52 s higher increase in utility values than the CG three months after the teaching practicum. Emotional cost was negatively related to baseline utility-value scores but predicted latent change scores positively after the writing assignment. The study adds to the current repertoire of video-based learning opportunities by providing a systematic writing assignment targeting student teachers' interpretation of experiences to leverage motivation.
动机和情感特征会影响教师对自己教学视频片段的反思。然而，在教师教育的基于视频的研究中，实用价值和情感成本的作用尚未得到考虑。在本研究中，102名实习教师被随机分配到一个干预组（IG），该组有基于视频的课程记录和系统的写作任务，或者被分配到一个对照组（CG），该组有基于协议的课程记录和写作任务。多组潜在变化分数分析表明，在教学实习三个月后，干预组参与者的实用价值平均比对照组高出0.52秒。情感成本与基线实用价值分数呈负相关，但在写作任务后对潜在变化分数有正向预测作用。该研究通过提供一个针对实习教师对经验的解释以激发动机的系统写作任务，增加了当前基于视频的学习机会。
