Abstract
This study investigated the impact of digital reflection and feedback environments on pre-service teachers’ beliefs about teaching and learning (constructivist/traditional) and self-efficacy before and after a teaching practicum. While pre-service teachers in one condition only self-reflected and received feedback in face-to-face sessions (n = 65), in the other conditions they also participated in text- (n = 19) or video-based (n = 22) digital reflection and feedback environments. Test results showed traditional beliefs increased in the text-based environment. Constructivist beliefs decreased in non-video conditions in comparison to the video-based digital environment. Self-efficacy was fostered in all conditions. Content analysis showed that pre-service teachers’ self-reflections and feedbacks were more positive in the video-based condition and self-reflections displayed a higher level of knowledge-based reasoning. Implications for future research are discussed.
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