Effects of Question Prompts in Web-Based Video Analysis System on Pre-service Teachers’ Reflective Thinking
Abstract
In this study, in order to facilitate pre-service teachers’(PSTs) peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. The purpose of this study is to examine the effects of generic and directed scaffolds embedded within this environment on PSTs’ reflective thinking while they are making the reflection on peers’ microteaching video. For this purpose, a true experimental study was designed and applied. 55 PSTs were enrolled in this study. Findings of this study revealed that the use of directed question prompts embedded in a web-based video analysis system has a positive significant effect on PSTs' reflective thinking level.
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References
- Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60(1), 52-67. Roberts, S. R. (2006) Self, Peer, and Group Assessment in E-Learning: An Introduction. London: Information Science Publishing.