Schlosser A, Paetsch J. The role of emotion and reflection in the development of student teachers' self-efficacy when analyzing
video lessons.
Front Psychol 2023;
14:1080883. [PMID:
36818090 PMCID:
PMC9935572 DOI:
10.3389/fpsyg.2023.1080883]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 01/18/2023] [Indexed: 02/05/2023] Open
Abstract
Introduction
Teachers' self-efficacy is an important indicator of student teachers' preparedness for teaching. Interventions using video lessons are effective in increasing student teachers' self-efficacy. However, there is a lack of research on emotional and reflective processes in the context of video-based interventions.
Methods
The present study examined emotions and reflection as well as their effects on changes in self-efficacy in a video-based intervention. A total of 159 student teachers participated in the study. The participants were randomly assigned to three groups: Two groups analyzed video lessons in which group roup one received open-ended observation tasks (ig1) and group two received structured observation tasks (ig2). Participants in the control group (cg) analyzed text-based case studies with open-ended observation tasks.
Results
The results show that self-efficacy increased with medium effect size (d = 0.68) in video group two (ig2), whose members analyzed videos using structured observation tasks but not in video group one (ig1), whose members analyzed open-ended observation tasks, and in the control group. In addition, there were significant relations between positive arousal and reflection. Finally, regression analyses showed that reflection was a significant predictor for changes in self-efficacy, whereas no significant effect of emotional arousal was detected.
Discussion
In conclusion, the findings of this study indicate that video-based interventions with structured observation tasks increased self-efficacy among student teachers. Furthermore, the findings provide novel evidence on the association between reflection, self-efficacy and emotion in video-based interventions in teacher education.
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