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

Professorship of Teacher Education and School Development

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

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.

Original language	English
Title of host publication	Proceedings of Society for Information Technology & Teacher Education International Conference
Editors	K. Graziano
Number of pages	7
Place of Publication	Las Vegas, NV
Publisher	Association for the Advancement of Computing in Education
Publication date	20.06.2019
Pages	2099-2105
ISBN (Print)	978-1-939797-37-7
Publication status	Published - 20.06.2019

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Research areas and keywords

Educational science

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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. (Speaker), Prilop, C. N. (Coauthor) & Kleinknecht, M. (Coauthor)
21.03.2019
Activity: Talk or presentation › Conference Presentations › Research

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AAEC Award for Conference Paper of CITE 2019
Weber, K. E. (Recipient), Prilop, C. N. (Recipient) & Kleinknecht, M. (Recipient), 21.03.2019
Prize: external Prizes, scholarships, distinctions, appointments › Research

Cite this

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 (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 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 . editor / K. Graziano. Las Vegas, NV : Association for the Advancement of Computing in Education, 2019. pp. 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 (ed.), Proceedings of Society for Information Technology & Teacher Education International Conference . Association for the Advancement of Computing in Education, Las Vegas, NV, pp. 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 . ed. / K. Graziano. Las Vegas, NV: Association for the Advancement of Computing in Education, 2019. p. 2099-2105.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

TY - CHAP

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

AU - Weber, Kira Elena

AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

PY - 2019/6/20

Y1 - 2019/6/20

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

SP - 2099

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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

CY - Las Vegas, NV

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, editor, Proceedings of Society for Information Technology & Teacher Education International Conference . Las Vegas, NV: Association for the Advancement of Computing in Education. 2019. p. 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

Research areas and keywords

Access to Document

Fingerprint

Activities

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

Prizes

AAEC Award for Conference Paper of CITE 2019

Cite this