Abstract
This experimental quantitative study investigated 48 preservice teachers from a Midwestern state and their perceptions of instructor feedback on a common assessment. Instructor feedback was provided on a program-wide lesson plan in traditional text-based format (N = 26) or digital video-based feedback (N = 22). Feedback competence was assessed using four categories: (1) student perceptions of instructor; (2) student perceptions of knowledge acquisition and learning; (3) student perceptions of personal involvement in the course; and (4) student perceptions of personal motivation. An independent samples t test found participants who received video-based feedback reported higher levels of perceived instructor effectiveness, skill development, intrinsic motivation, and preparedness to enter the profession. The findings moved the literature forward through the significant differences of effectiveness based upon type. Results can help demonstrate the continued need for more personalized feedback for preservice educators to meet course outcomes and improve teaching practices.
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