Abstract:

The use of video feedback is relatively new. Reported benefits include improved personal connection, increased focus, and improved learning. However, limited research has been conducted on exploring student and teacher perceptions of written and video feedback in pre-service teacher education. The purpose of this study was to compare written and video feedback in pre-service teacher education. One instructor and 40 elementary school pre-service teachers (34 = female, 6 = male) participated in a mixed methods study including survey, open-ended response, and interview data. Elementary school pre-service teachers reported that video feedback was significantly clearer, more useful, detailed and personal than written feedback. Overall, video feedback was also rated significantly more useful and helpful with respect to learning than written feedback. Challenges with providing video feedback noted by the instructor included learning a new approach, controlling tone of voice, limited flexibility, and reduced efficiency. Benefits noted were an increased ability to provide greater detail, quality and personalization of feedback. Educational implications of this study and suggestions for future research on video feedback are discussed.

Keywords:

Video feedback, written feedback, assessment, pre-service teachers.