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Chemnitz University of Technology, Germany
Feedback is central to successful learning, but digital feedback still appears to be underutilized by teachers. As a result of the Covid-19 pandemic, its relevance for teacher education has increased, though. This paper reports on a three-year study that aimed to foster pre-service teachers’ (PTs’) digital feedback literacy as part of their TESOL studies. Two cohorts participated in the years before (N=29) and two at start of the Covid-19 pandemic (N=28). This way, it was possible to compare the PTs’ perceptions of their digital feedback literacy development before and during the pandemic.
Data were collected at various stages of the intervention through pre-, while- and post-surveys as well as the feedback videos that were created by the PTs. The different data sources were analyzed in a mixed-methods manner by means of statistical procedures and qualitative content analysis (Kuckartz & Rädiker, 2019). Through the intervention, the PTs perceived an increase in their digital feedback literacy. This was demonstrated by their heightened knowledge, positive attitudes and technological-pedagogical skills in the production of feedback videos, especially in the pandemic courses. The contribution will close with recommendations for developing dynamic digital feedback literacies among (pre-service) teachers in the future.
Digital feedback literacy, preservice teachers, teacher education, Covid-19, screencast feedback