Optimierung einer videobasierten Lerngelegenheit im Problem Based Learning Format durch Cognitive Tools. Eine Interventionsstudie mit Lehramtsstudierenden

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

“…In the experimental group (EG), on the other hand, relevant theories, strategies, and principles of classroom management were systematically introduced by a university teacher using direct instruction (contradicting Barrows' sixth core characteristic). While the results of a similar study published in Kumschick et al (2017) revealed higher content knowledge, higher identified motivation, and higher teacher self-efficacy in classroom management in the EG as opposed to the CG, the present study sought to further complement those results with an in-depth, quantified qualitative analysis of aspects of professional vision regarding critical incidents in the classroom. We expected that participants in the EG would outperform Barth, et al International Journal of Educational Research 95 (2019) 1-12 participants in the CG not only with regard to knowledge but also with regard to noticing and reasoning (group difference hypothesis).…”

“…In addition, comparing the two different conditions of the PBL setting in Study 1 revealed that the preservice teachers benefited from our target-group-specific adaptation of the self-study phase: The experimental group, which received a systematic introduction to the relevant knowledge base, showed statistically significantly higher declarative knowledge and knowledge-based reasoning than the control group, which acquired the knowledge in a self-directed way. Thus, we were able to achieve our goal of offering preservice teachers a PBL training program in classroom management that facilitated declarative knowledge, theory-based reasoning, and-as demonstrated in Kumschick et al (2017)-teacher self-efficacy in a motivating learning environment. Given the outlined challenges to offering suitable learning opportunities, the results reported here are particularly encouraging: we identified small to large effects even though the training consisted of just four sessions.…”

“Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

“…In teacher education, mastery experiences may be teaching experiences in internships for pre-service teachers (e.g., Knoblauch & Chase, 2015;Liaw, 2017) or role plays in seminars for in-service teachers (e.g., Aasheim et al, 2020;Dicke, Elling, et al, 2015), for example. Individuals have vicarious experiences whenever they observe a model doing something, for example, pre-service teachers watching classroom videos (e.g., Bowlin et al, 2015;Kumschick et al, 2017;Thiel et al, 2020) or in-service teachers observing their colleagues or experts (e.g., Schipper et al, 2020;Tschannen-Moran & McMaster, 2009;Vansteelandt et al, 2020). Social persuasion covers all the situations where individuals receive verbal support and encouragement for a specific activity.…”

Mehr Unterrichtspraxis in die Lehramtsausbildung! Das FOCUS-Videoportal als digitales Lehr-Lern-Medium

“…Daher sollten diese Kompetenzen im Rahmen der universitären Lehramtsausbildung gezielt gefördert werden. Studien belegen Effekte entsprechender videobasierter Trainings (Brophy, 2004;Hellermann, Gold & Holodynski, 2015;Krammer & Reusser, 2005;Kumschick, Piwowar, Ophardt, Barth, Krysmanski & Thiel, 2017;Piwowar, Thiel & Ophardt, 2013)…”