Journals / Diyalog Interkulturelle Zeitschrift Für Germanistik / 2026 / Sayı: Sonderausgabe: Band I Özel Sayı

Acceptance of Digital Observation Reports for Fostering Reflection through Peer Feedback in the Context of School Internship

Akzeptanz digitaler Hospitationsberichte zur Förderung der Reflexion durch Peer-Feedback im schulpraktischen Kontext

Nurseza Keleş(BURSA ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ BÖLÜMÜ, ALMANCA ÖĞRETMENLİĞİ PR.)0000-0002-9929-4656
Anastasia Şenyıldız(BURSA ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ BÖLÜMÜ, ALMANCA ÖĞRETMENLİĞİ PR.)0000-0002-9223-8547
Pages
380–395
Publication Date
2025-11-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of the data analysis clearly show that the students accepted the use of digital observation reports via Google Docs and showed high approval ratings in all TAM categories.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the use of Google Docs for digital observation reports in an accompanying seminar for school internships in the field of German as a Foreign Language.
📊
Key Findings & Data:Whereas previously the weekly reports could only be read by the supervising university lecturer, the digital format allowed the entire internship group to access them: the reports could now be read digitally and commented on via an integrated function.
💡
Conclusion & Impact:The results of the data analysis clearly show that the students accepted the use of digital observation reports via Google Docs and showed high approval ratings in all TAM categories.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:digitale Hospitationsberichte · Lehrendenbildung · Peer-Feedback

Abstract

This study examines the use of Google Docs for digital observation reports in an accompanying seminar for school internships in the field of German as a Foreign Language. Whereas previously the weekly reports could only be read by the supervising university lecturer, the digital format allowed the entire internship group to access them: the reports could now be read digitally and commented on via an integrated function. The aim was to support students' reflection processes and promote collegial exchange through peer feedback. To assess the acceptance of this digital approach, an online questionnaire was distributed and completed by 21 students participating at the end of their internship semester. The questionnaire is based on five central categories of the Technology Acceptance Model (TAM) and specially focuses on the instructional phases of writing, reading, and commenting. The results of the data analysis clearly show that the students accepted the use of digital observation reports via Google Docs and showed high approval ratings in all TAM categories.

🔖

Cite This Article

Keleş, N., Şenyıldız, A. (2025). Acceptance of Digital Observation Reports for Fostering Reflection through Peer Feedback in the Context of School Internship. Diyalog Interkulturelle Zeitschrift Für Germanistik, Sayı: Sonderausgabe: Band I Özel Sayı, 380–395. https://doi.org/10.37583/diyalog.1824327

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (18)

  1. Çetintaş, Bengül / Genç, Ayten (2005): Almanca öğretmen adaylarının öğretmenlik uygulaması derslerine ilişkin görüş ve deneyimleri. In: Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 75–84.
  2. Davis, Fred D. (1989): Perceived usefulness, perceived ease of use, and user acceptance of information technology. In: MIS Quarterly, 319–340.
  3. Davis, Fred D. / Venkatesh, Viswanath (1996): A critical assessment of potential measurement biases in the technology acceptance model: three experiments. In: International Journal of Human-Computer Studies, 19–45.
  4. Herbst, Sebastian (2019): „Auf viele Ideen wäre ich alleine nicht gekommen“: Veränderung individueller Entwicklungsziele durch Video(selbst)analyse und kollegiale Fallberatung im Praxissemester. Degeling, Maria / Franken, Nadine / Freund, Stefan / Greiten, Silvia / Neuhaus, Daniela / Schellenbach-Zell, Judith (Hg.): Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven. Bad Heilbrunn: Verlag Julius Klinkhardt, 234–246. https://doi.org/10.25656/01:17278
  5. Hummel, Maria / Meyer-Warneke, Dagmara / Völz, Irina (2025): Reflexives und erfahrungsgeleitetes Lernen im DaFZ Unterricht. In: Kontexte. Zeitschrift für aktuelle Trends in der Sprachlehr- und -lernforschung, 6–23. https://zs.thulb.uni-jena.de/receive/jportal_jparticle_01438011 (letzter Zugriff: 08.08.2025)
  6. Kerman, Nafiseh Taghizadeh / Banihashem, Seyyed Kazem / Karami, Mortaza / Er, Erkan / van Ginkel, Stan / Noroozi, Omid (2024): Online peer feedback in higher education: A synthesis of the literature. In: Education and Information Technologies, 29, 763–813. https://doi.org/10.1007/s10639-023-12273-8
  7. Mobarhan, Rokhsareh / Rahman, Azizah Abdul / Majidi, Mojib (2014): Electronic portfolios acceptance and use in higher educations: A systematic review. In: Journal of Information Systems Research and Innovation, 4, 11–21.
  8. Nicol, David J. / Macfarlane-Dick, Debra (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback. In: Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
  9. Petko, Dominik / Cantieni, Andrea / Schmid, Regina / Müller, Laura / Krannich, Maike / Michos, Konstantinos (2022): Technology acceptance of a mobile portfolio app for teacher education: Pre-service teachers’ views on multimedia-based note-taking and mentoring in internships. Journal of Digital Learning in Teacher Education, 39(1), 57–71. https://doi.org/10.1080/21532974.2022.2142990
  10. Rottmeier, Stephanie (2021): Mehr als “Gut gemacht!” – 7 Prinzipien guten Feedbacks. Lehrblick – ZHW Uni Regensburg. https://doi.org/10.5283/ZHW.20210422.DE
  11. Schnebel, Stefanie (2019): Gesprächsrollen des Coaches im Peer-Coaching in der Lehrerausbildung. In: Degeling, Maria / Franken, Nadine / Freund, Stefan / Greiten, Silvia / Neuhaus, Daniela / Schellenbach-Zell, Judith (Hg): Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven. Bad Heilbrunn: Verlag Julius Klinkhardt, 340–352. https://doi.org/10.25656/01:17286
  12. Scholl, Daniel / Völschow, Yvette / Anders, Dorothee / Küth, Simon / Warrelmann, Julia-Nadine / Kleinknecht, Marc / Prilop, Christopher / Weber, Kira (2022): Wie kann die professionelle Reflexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. In: Christian Reintjes / Ingrid Kunze (Hg.): Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung. Bad Heilbrunn: Verlag Julius Klinkhardt, 185–203. https://doi.org/10.25656/01:25410
  13. Schroff, Ronnie H. / Deneen, Christopher C. / Ng, Eugenia M. W. (2011): Analysis of the technology acceptance model in examining students’ behavioural intention to use an e-portfolio system. Australasian Journal of Educational Technology, 27(4), 600–618. https://doi.org/10.14742/ajet.940
  14. Schwehr, Marion Yvonne (2022): Digitales Peer-Feedback unter Studierenden – Chancen und Herausforderungen in der Hochschullehre. https://www.e-teaching.org/etresources/pdf/erfahrungsbericht_2022_schwehr_digitales-peer-feedback.pdf (letzter Zugriff: 08.08.2025)
  15. Şenyıldız, Anastasia / Barut, İnci / Keleş, Nurseza / Akyıldız, Yusuf (2018): Kollektive videogestützte Reflexion eigener Lehrproben türkischer DaF-Studierender im Begleitseminar zum Schulpraktikum. In: Anadolu University Journal of Education Faculty (AUJEF), Prof. Dr. Seyyare Duman (Sonderausgabe), 149–157.
  16. Watanabe, Alice / Schmohl, Tobias / Schelling, Kathrin (2023): Akzeptanzforschung zum Einsatz Künstlicher Intelligenz in der Hochschulbildung. Eine kritische Bestandsaufnahme. de Witt, Claudia / Gloerfeld, Christina / Wrede, Silke Elisabeth (Hg.): Künstliche Intelligenz in der Bildung. Wiesbaden: Springer VS. https://doi.org/10.25656/01:27820
  17. Yüksel, İlknur / Başaran, Banu Çiçek (2020): Reflective Peer Feedback in the Practicum: Qualitative and Quantitative Practices. In: Turkish Online Journal of Qualitative Inquiry, 11(1), 85–109. https://doi.org/10.17596/tojqi.627310
  18. Yüksek Öğretim Kurumu (1998): YÖK Dünya Bankası Fakülte-Okul İşbirliği Kılavuzu. Öğretmen Eğitimi Dizisi. Ankara: Yüksek Öğretim Kurulu Yayınları.