Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

Krämer, Charlotte; König, Johannes; Kaiser, Gabriele; Ligtvoet, Rudy; Blömeke, Sigrid

doi:10.1007/s11618-017-0732-8

Cited by 41 publications

(17 citation statements)

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“…These skills, however, seem to be developed only after teacher education during induction, while knowledge about classroom management is already acquired at university (König & Kramer, 2016). Consequently, different approaches to foster both knowledge and skills at university during teacher education have been developed and evaluated (Dicke et al, 2015;Gold et al, 2013Gold et al, , 2020Kramer et al, 2017;Piwowar et al, 2013;Weber et al, 2018). It is encouraging that many of these approaches have…”

Section: Classroom Management Strategiesmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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Section: Classroom Management Strategiesmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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“…Text examples thus require less processing time than video examples (Hefter et al 2019). Recent findings demonstrate that text and video are equally effective to train and assess teachers' situationrelated skills (Friesen and Kuntze 2016;Kramer et al 2017). Moreover, as videos can be overwhelming for preservice teachers, text might be particularly useful for this target group (Schneider et al 2016).…”

Section: Noticing Of Student Beliefsmentioning

confidence: 99%

Make it relevant! How prior instructions foster the integration of teacher knowledge

et al. 2019

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published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User

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“…Many empirical studies on case-based learning with videos have operationalized scientific knowledge application by drawing on professional vision and knowledge-based reasoning (e.g. Gold et al, 2013;Kramer et al, 2017). Studies on case-based learning with texts have, of course, not drawn on the conception of professional "vision" but rather investigated knowledge application without this specific framing (Moreno & Valdez, 2007).…”

Section: Different Ways Of Presenting Cases In Initial Teacher Educationmentioning

confidence: 99%

“…Indeed, there is ample empirical evidence that studying with cases is positively related to students' study motivation across different domains (Hmelo-Silver, 2004;Thistlethwaite et al, 2012). Researchers have also found these effects specifically for teacher education when studying with cases, particularly when studying with video-based cases (Kramer et al, 2017;Moreno & Valdez, 2007).…”

Section: Effects On Motivationmentioning

confidence: 99%

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

et al. 2021

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As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education.

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Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

Cited by 41 publications

References 40 publications

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Make it relevant! How prior instructions foster the integration of teacher knowledge

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

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