A field study on how PE students perceive the potential of video-based peer feedback in higher education
DOI:
https://doi.org/10.56433/fv6cqy52Keywords:
digitalization, video feedback, professional development, physical education teacher education, initial teacher educationAbstract
In the context of increasing digitalization in education, teacher education programs face the dual challenge of fostering both pedagogical and digital competences. This study explores the potential of video-based peer feedback as an innovative and practice-oriented method to support the professional development of future physical education teachers. Embedded in a university-level field hockey course, the intervention combined video analysis and peer feedback to enhance professional competences. Drawing on a mixed-methods design, the study first gathered quantitative survey data (N = 28), followed by nine qualitative interviews to gain deeper insights into students’ experiences. Results show that video-based peer feedback promotes professional reflection, improves movement execution, and supports the acquisition of didactic and general pedagogical knowledge. Furthermore, the peer interaction fostered a more nuanced understanding of how to give and receive constructive feedback. The findings highlight video-based peer feedback as a scalable and meaningful way to integrate digital media into physical education teacher education and address current demands for digitally competent educators.
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