4fc04e0bfc5e6d49226fd2eefece2ed1 edusci_a2023v13n9an879.pdf 4f3607325b85c941b7193dac185736456d817a92 edusci_a2023v13n9an879.pdf fd92aaa497e5f93745b5ef2bac4bb5678e8854099afff74a0c4734c8ca9308c9 edusci_a2023v13n9an879.pdf Title: Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students Subject: Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of their dissatisfied interventions during the practicum to the app. Each student analyzed their clip and received online feedback from their school mentor and university tutor. The objectives were to analyze the challenges in the chosen video clips, identify which mentoring feedback episodes occurred, characterize them according to their feedback strategies and analyze differences between school mentors’ and university tutors’ feedback. We conducted a descriptive and exploratory study with a sample of 12 pre-service teachers, their school mentors and their university tutors. Pre-service teachers identified communication and the learning climate as frequent challenges. University tutors used more emotional feedback strategies and a greater range of task assistance feedback than school mentors. Three types of feedback episodes were identified (complementary, collaboration and school mentor-centered episodes). Implications in teacher learning and mentoring programs were discussed. Keywords: mentoring; practicum; pre-service teacher; video-based feedback Author: Eva Liesa, Paula Mayoral, Mireia Giralt-Romeu and Salvador Angulo Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Wed Aug 30 03:34:17 2023 CEST ModDate: Wed Aug 30 03:37:18 2023 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 12 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 961635 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- YHEXSL+URWPalladioL-Bold Type 1 Custom yes yes no 10 0 RPDASD+URWPalladioL-Roma Type 1 Custom yes yes no 15 0 QSTWOY+URWPalladioL-Ital Type 1 Custom yes yes no 19 0 CAKDYH+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 37 0 FPCGWX+PalatinoLinotype,Italic CID TrueType Identity-H yes yes yes 82 0 FPCGWX+PalatinoLinotype,Bold CID TrueType Identity-H yes yes yes 88 0 FPEIBV+PalatinoLinotype CID TrueType Identity-H yes yes yes 94 0 FPCGWX+PalatinoLinotype,Italic CID TrueType Identity-H yes yes yes 107 0 FPCGWX+PalatinoLinotype,Bold CID TrueType Identity-H yes yes yes 113 0 FPEIBV+PalatinoLinotype CID TrueType Identity-H yes yes yes 119 0 DHZJOI+VnURWPalladioL Type 1 Custom yes yes no 136 0 SYVAVM+VnURWPalladioL-Italic Type 1 Custom yes yes no 141 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-10-19 02:24:17 CEST RepresentationInformation: edusci_a2023v13n9an879.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-10-18 17:44:46 CEST Size: 961635 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 277 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@262b2c86 Children: Item: Title: Using Video Technology to Support Individual and Collaborative Reflection in Pre-Service Teacher Education Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@371a67ec Item: Title: The Influence of Effective Feedback in Constructing Teachers’ Professional Knowledge Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@5ed828d Item: Title: Materials and Methods Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@50d0686 Children: Item: Title: Context and Participants Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7a3d45bd Item: Title: Data-Collection Instrument Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1e7c7811 Item: Title: Data Analysis Procedure Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@77ec78b9 Item: Title: Results Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1a3869f4 Children: Item: Title: Type of Challenges That Pre-Service Teachers Identified when They Analyzed Their Classroom Intervention Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@a38d7a3 Item: Title: Identifying and Characterizing Mentoring Episodes Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@77f99a05 Children: Item: Title: Collaborative Episode to Facilitate Comprehension and/or Seek Solutions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@63440df3 Item: Title: Complementary Feedback Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@3aeaafa6 Item: Title: School Mentor-Centered Episode to Facilitate Comprehension and/or Seek Solutions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@76a3e297 Item: Title: Differences between School Mentors’ and University Tutors’ Feedback Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4d3167f4 Item: Title: Discussion Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@ed9d034 Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@6121c9d6 Info: Title: Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students Author: Eva Liesa, Paula Mayoral, Mireia Giralt-Romeu and Salvador Angulo Subject: Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of their dissatisfied interventions during the practicum to the app. Each student analyzed their clip and received online feedback from their school mentor and university tutor. The objectives were to analyze the challenges in the chosen video clips, identify which mentoring feedback episodes occurred, characterize them according to their feedback strategies and analyze differences between school mentors’ and university tutors’ feedback. We conducted a descriptive and exploratory study with a sample of 12 pre-service teachers, their school mentors and their university tutors. Pre-service teachers identified communication and the learning climate as frequent challenges. University tutors used more emotional feedback strategies and a greater range of task assistance feedback than school mentors. Three types of feedback episodes were identified (complementary, collaboration and school mentor-centered episodes). Implications in teacher learning and mentoring programs were discussed. 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