Abstract:

Feedback is a commonly employed tool to influence the construction of teacher’s belief, and his specialized knowledge (Richard, 1996; Luft, 2011; Borg, 2011). With the popularity of computer technology, traditional feedback is facing a lot of challenge. Studies indicated that traditional feedback created more obstacles for students to comprehend the message, instead of assisting them to understand teachers’ suggestions (Guardado, & Shi, 2007; Tuzi, 2004).

Past studies on video feedback suggested that video feedback is as an effective way to promote the comprehension of knowledge, the engagement of students, and reflection of one’s teaching performances (Eroz-Tuga, 2012, Tochon, 2001, Fukkink, et. al. 2011, Heppleston, et. al, 2011). But, lacking is a precise profile of the introduction of new format of feedback, and its influence upon teacher candidates’ construction of teacher belief and specialized knowledge, specially the ones that perceive “video feedback” as innovative approach of providing feedback during which. Most studies only prefer to use of video as a tool for recording the teaching demonstration of instructors.

Within this research, compared to traditional silent feedback, video feedback enables instructors to speak out their ideas in the video. It provides instructors more flexibility in controlling the rate of speaking, as well as in manipulating other multimedia to demonstrate their ideas. This video feedback is specifically designed to provide comment on teacher candidates’ micro-teaching assignment. Video feedback was storing on google drive and being shared to individual student via specific link. It well protected the privacy of students. Also it gave students more freedom to pause or re-watch the feedback at any time with any mobile devices with internet access.

Past studies on video feedback prefer to use qualitative method, other than mixed method to collect data. It was able to generate the perception of instructor and students on this new type of feedback, but it is less convincing, in terms of arguing the uptake of video feedback. Mixed method, on the other hand, enables researchers to analyze the research problem from multiple perspectives (Creswell, 2002). Researcher in this study used pre- and post surveys as well as in person interview to collect data. Surveys evaluated the belief and knowledge of teacher candidates on specific teaching domain of their micro-teaching assignment. The personal interview focused attention on students’ perception of assignment feedback.

All the answers to the survey questions will be coded accordingly. Two-way ANOVA and a multiple regression test will be conducted to examine differences between control groups and experiment groups on:
1) participant’s knowledge about comprehensible input;
2) participant’s’ belief about comprehensible input
3) whether format of feedback is a predictor of the difference in construction of teacher candidates’ belief and specialized knowledge.

Meanwhile, a profile of teacher candidates’ perception on feedback will also be generalized from the coded interview. The result of this research is still pending to be finalized at this point.

Finally, this research is designed to fill the theoretical gap in the relationship between format of feedback, teacher belief and specialized knowledge, and to explore the efficiency of new type of feedback

Keywords:

Video feedback, education technology, teaching belief, teacher knowledge.