Christopher Neil Prilop
Dados Biográficos
| ID | 6507759 |
|---|---|
| NOME | Christopher Neil Prilop |
| PRENOMES | Christopher Neil |
| SOBRENOME | Prilop |
| ASSINATURA | PRILOP C N |
| AFILIAÇÕES | Leuphana University of Lüneburg |
| ORCID | 0000-0001-9629-4127 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 16 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
AI as a cognitive partner in learning
This article explores emerging epistemic practices when students engage with generative AI tools as cognitive partners. Such partnerships enable students to accomplish tasks they could not complete without technological support and transform how they learn. Drawing on focus group interviews from a one-year action and design-based research project, this qualitative study identifies epistemic practices of reflective thought arising from students’ p…
Teacher feedback literacy in higher education
Feedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple levels, and how they shape teacher feedback literacy. Data were generated through semi-structured…
Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework
Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on se…
School teachers in Germany and Denmark
This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of A…
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. …
Videobasierte Reflexion von klassenführungsspezifischen Ereignissen – Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden
Die Reflexion über Klassenführung als Basisdimension guten Unterrichts ist von entscheidender Bedeutung für die Professionalisierung von Lehrkräften. Dabei stellt sich die Frage, welche Rolle reflexionsbezogene Dispositionen (Wissen und Reflexionsbereitschaft) für die Qualität reflexionsbezogener Denkprozesse (Wahrnehmung und wissensgesteuerte Verarbeitung) mit dem Fokus auf Klassenführung spielen. In der vorliegenden Studie wurde dieser Zusammen…
Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning
Digital video-based peer feedback training
We investigate the effects of peer feedback training (enhanced by expert feedback) on pre-service teachers’ feedback quality and beliefs. Intervention group 1 (IG1) analysed classroom videos before the feedback training, while intervention group 2 (IG2) additionally received expert feedback on their video analyses. IG1 and IG2 were compared to a control group (CG). Results show pre-service teachers in IG1 and IG2 improved their peer feedback qual…
Analyzing pre- and in-service teachers’ feedback practice with microteaching videos
Connecting feedback to self-efficacy
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
Fördert eine videobasierte Intervention im Praktikum die professionelle Wahrnehmung von Klassenführung? – Eine quantitativ-inhaltsanalytische Messung von Subprozessen professioneller Wahrnehmung
In der Lehrerinnen- und Lehrerbildung werden zunehmend videogestützte Lerngelegenheiten eingesetzt, um die professionelle Wahrnehmung von Unterricht zu fördern. In der vorliegenden Studie wurde ein quantitativ-inhaltsanalytisches Verfahren gewählt, um zu überprüfen, ob sich die professionelle Wahrnehmung von Klassenführung durch eine videobasierte Intervention im Praktikum fördern lässt. Die Interventionsgruppe (IG, n = 26) analysierte während ei…
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support
How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum
Promoting pre-service teachers' professional vision of classroom management during practical school training
Promoting pre-service teachers' professional vision of classroom management during practical school training
Analyzing pre- and in-service teachers’ feedback practice with microteaching videos
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
Digital video-based peer feedback training
We investigate the effects of peer feedback training (enhanced by expert feedback) on pre-service teachers’ feedback quality and beliefs. Intervention group 1 (IG1) analysed classroom videos before the feedback training, while intervention group 2 (IG2) additionally received expert feedback on their video analyses. IG1 and IG2 were compared to a control group (CG). Results show pre-service teachers in IG1 and IG2 improved their peer feedback qual…
Promoting pre-service teachers' professional vision of classroom management during practical school training
Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support
How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum
Fördert eine videobasierte Intervention im Praktikum die professionelle Wahrnehmung von Klassenführung? – Eine quantitativ-inhaltsanalytische Messung von Subprozessen professioneller Wahrnehmung
In der Lehrerinnen- und Lehrerbildung werden zunehmend videogestützte Lerngelegenheiten eingesetzt, um die professionelle Wahrnehmung von Unterricht zu fördern. In der vorliegenden Studie wurde ein quantitativ-inhaltsanalytisches Verfahren gewählt, um zu überprüfen, ob sich die professionelle Wahrnehmung von Klassenführung durch eine videobasierte Intervention im Praktikum fördern lässt. Die Interventionsgruppe (IG, n = 26) analysierte während ei…
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
Connecting feedback to self-efficacy
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
Analyzing pre- and in-service teachers’ feedback practice with microteaching videos
Videobasierte Reflexion von klassenführungsspezifischen Ereignissen – Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden
Die Reflexion über Klassenführung als Basisdimension guten Unterrichts ist von entscheidender Bedeutung für die Professionalisierung von Lehrkräften. Dabei stellt sich die Frage, welche Rolle reflexionsbezogene Dispositionen (Wissen und Reflexionsbereitschaft) für die Qualität reflexionsbezogener Denkprozesse (Wahrnehmung und wissensgesteuerte Verarbeitung) mit dem Fokus auf Klassenführung spielen. In der vorliegenden Studie wurde dieser Zusammen…
Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning
Digital video-based peer feedback training
We investigate the effects of peer feedback training (enhanced by expert feedback) on pre-service teachers’ feedback quality and beliefs. Intervention group 1 (IG1) analysed classroom videos before the feedback training, while intervention group 2 (IG2) additionally received expert feedback on their video analyses. IG1 and IG2 were compared to a control group (CG). Results show pre-service teachers in IG1 and IG2 improved their peer feedback qual…
School teachers in Germany and Denmark
This paper provides insights into the perspectives of school teachers (N = 532) on the subject of Artificial Intelligence (AI) in Germany (n = 256) and Denmark (n = 276), focusing on their perceptions, AI self-efficacy, and distinct teacher profiles. Teachers in Germany recognized the usefulness of AI tools for individualized learning more strongly than teachers in Denmark. Furthermore, teachers in Germany consistently reported higher levels of A…
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. …
AI as a cognitive partner in learning
This article explores emerging epistemic practices when students engage with generative AI tools as cognitive partners. Such partnerships enable students to accomplish tasks they could not complete without technological support and transform how they learn. Drawing on focus group interviews from a one-year action and design-based research project, this qualitative study identifies epistemic practices of reflective thought arising from students’ p…
Teacher feedback literacy in higher education
Feedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple levels, and how they shape teacher feedback literacy. Data were generated through semi-structured…
Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework
Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on se…
Psychology (11 obras) · Computer Science (9 obras) · Mathematics education (9 obras) · Teacher Education and Leadership Studies (9 obras) · Reflective Practices in Education (7 obras) · Video feedback (7 obras) · Multimedia (6 obras) · Peer feedback (6 obras) · Student Assessment and Feedback (6 obras) · Medicine (5 obras)