Effects of short-term video-based interventions and instructions on teachers’ feedback skills to support students’ self-regulated learning

• Autores: Christiane Baadte
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 34, Nº 3, 2019, págs. 559-578
• Idioma: inglés
• DOI: 10.1007/s10212-018-00409-1
• Texto completo no disponible (Saber más ...)
• Resumen

  • It was investigated whether teachers’ feedback skills to support students’ self-regulated learning (SRL) can be improved by short-term video-based interventions and/or direct instructions that were adapted to a SRL framework. Forty pre-service and 40 in-service teachers were assigned to a video + instruction or an instruction-only condition. Highest improvements were expected for the combination of the two interventions. However, results indicated that functional feedback to support SRL benefited most from instruction-only, while the reduction of dysfunctional feedback was highest in the video + instruction condition. The findings have practical implications for the design of interventions to improve teachers’ feedback skills.

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