Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

Kira Elena Weber; Christopher Neil Prilop; Marc Kleinknecht

Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

Professur für Schulpädagogik und Schulentwicklung

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung

Abstract

We examined the impact of an online- and video-based learning environment on pre-service teachers´ self-efficacy beliefs, their attitudes towards inclusion and their knowledge of inclusive education before and after a teaching practicum. While pre-service teachers in the control group (CG) received a conventional practicum supervision (n = 48), pre-service teachers in the intervention group (IG, n = 41) self-reflected online about challenging situations in teaching inclusive classrooms and received video-based peer feedback. All students had a significant increase of self-efficacy with regard to handling classroom disruptions and improved their knowledge of inclusive education after the teaching practicum. However, there were no differences between students in the CG and the IG. Implications of these finding are discussed.

Originalsprache	Englisch
Titel	Proceedings of Society for Information Technology & Teacher Education International Conference
Redakteure/-innen	K. Graziano
Seitenumfang	7
Erscheinungsort	Las Vegas, NV
Herausgeber (Verlag)	Association for the Advancement of Computing in Education
Erscheinungsdatum	20.06.2019
Seiten	2099-2105
ISBN (Print)	978-1-939797-37-7
Publikationsstatus	Erschienen - 20.06.2019

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Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences
Weber, K. E. (Sprecher*in), Prilop, C. N. (Ko-Autor*in) & Kleinknecht, M. (Ko-Autor*in)
21.03.2019
Aktivität: Vorträge und Gastvorlesungen › Konferenzvorträge › Forschung

Datei

AAEC Award for Conference Paper of CITE 2019
Weber, K. E. (Empfänger/-in), Prilop, C. N. (Empfänger/-in) & Kleinknecht, M. (Empfänger/-in), 21.03.2019
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Weber, K. E., Prilop, C. N., & Kleinknecht, M. (2019). Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. in K. Graziano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference (S. 2099-2105). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/207936/

Weber, Kira Elena ; Prilop, Christopher Neil ; Kleinknecht, Marc. / Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. Proceedings of Society for Information Technology & Teacher Education International Conference . Hrsg. / K. Graziano. Las Vegas, NV : Association for the Advancement of Computing in Education, 2019. S. 2099-2105

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abstract = "We examined the impact of an online- and video-based learning environment on pre-service teachers´ self-efficacy beliefs, their attitudes towards inclusion and their knowledge of inclusive education before and after a teaching practicum. While pre-service teachers in the control group (CG) received a conventional practicum supervision (n = 48), pre-service teachers in the intervention group (IG, n = 41) self-reflected online about challenging situations in teaching inclusive classrooms and received video-based peer feedback. All students had a significant increase of self-efficacy with regard to handling classroom disruptions and improved their knowledge of inclusive education after the teaching practicum. However, there were no differences between students in the CG and the IG. Implications of these finding are discussed.",

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Weber, KE , Prilop, CN & Kleinknecht, M 2019, Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. in K Graziano (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference . Association for the Advancement of Computing in Education, Las Vegas, NV, S. 2099-2105. <https://www.learntechlib.org/p/207936/>

Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. / Weber, Kira Elena ; Prilop, Christopher Neil ; Kleinknecht, Marc.
Proceedings of Society for Information Technology & Teacher Education International Conference . Hrsg. / K. Graziano. Las Vegas, NV: Association for the Advancement of Computing in Education, 2019. S. 2099-2105.

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung

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T1 - Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

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AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

PY - 2019/6/20

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N2 - We examined the impact of an online- and video-based learning environment on pre-service teachers´ self-efficacy beliefs, their attitudes towards inclusion and their knowledge of inclusive education before and after a teaching practicum. While pre-service teachers in the control group (CG) received a conventional practicum supervision (n = 48), pre-service teachers in the intervention group (IG, n = 41) self-reflected online about challenging situations in teaching inclusive classrooms and received video-based peer feedback. All students had a significant increase of self-efficacy with regard to handling classroom disruptions and improved their knowledge of inclusive education after the teaching practicum. However, there were no differences between students in the CG and the IG. Implications of these finding are discussed.

AB - We examined the impact of an online- and video-based learning environment on pre-service teachers´ self-efficacy beliefs, their attitudes towards inclusion and their knowledge of inclusive education before and after a teaching practicum. While pre-service teachers in the control group (CG) received a conventional practicum supervision (n = 48), pre-service teachers in the intervention group (IG, n = 41) self-reflected online about challenging situations in teaching inclusive classrooms and received video-based peer feedback. All students had a significant increase of self-efficacy with regard to handling classroom disruptions and improved their knowledge of inclusive education after the teaching practicum. However, there were no differences between students in the CG and the IG. Implications of these finding are discussed.

KW - Educational science

M3 - Article in conference proceedings

SN - 978-1-939797-37-7

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BT - Proceedings of Society for Information Technology & Teacher Education International Conference

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PB - Association for the Advancement of Computing in Education

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ER -

Weber KE , Prilop CN , Kleinknecht M. Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. in Graziano K, Hrsg., Proceedings of Society for Information Technology & Teacher Education International Conference . Las Vegas, NV: Association for the Advancement of Computing in Education. 2019. S. 2099-2105

Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

Abstract

UN SDGs

Fachgebiete und Schlagwörter

Zugriff auf Dokument

Fingerprint

Aktivitäten

Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences

Auszeichnungen

AAEC Award for Conference Paper of CITE 2019

Dieses zitieren