Problem statement The research examines which competencies teachers have at the beginning of their job entry phase and how and to what extent they develop. Empirical research in this field is scare, although it is very important for teacher training and further training (e.g. Helmke & Schader, 2006). The research done by the author is a first attempt to capture reflecting and teaching competency and to give some ideas about the competencies novice teachers develop. Theory the research is based on The research is based on models of quality teaching, especially the one of Helmke (2003). The criteria of quality teaching were used to create both research instruments and build the basis of the whole work done by the author. The evaluation of the videotaped lessons mainly refers to the following six spheres of action: expertise, didactics, classroom management, diagnostic, motivation, classroom climate. These spheres of action are derived from theory and are known as important factors for school achievement. Professional reflection means to think consciously about certain situations or actions in every day work life. The reflection can take place before, during or after the action. A reflection is either oral or written (Kroath, 2004). However, not every kind of thinking is automatically a sort of reflection. Professional reflection has different characteristics and forms. Mühlhausen (2006) says that the evaluation of a situation or action can either be an analysis or a reflection. The analysis is a very specific and predetermined evaluation of some parts of a lesson, which takes into account the results of former research and theories. The reflection is a much more open and undefined process, in which the reflecting person chooses their own aspects and methods. At large, all concepts dealing with the reflection of tuition assume that it is important to be aware of educational cognition, to make them visible and to change them if necessary. Research design The design is a longitudinal video and interview study. The videos are taken in September 2007 and June 2008. After the filmed lesson, the teacher and their pupils have to fill in a questionnaire. The questionnaires consist of around twenty statements concerning the quality of the lesson. Twenty-one novel teachers, which just finished their studies in the University of Teachers Education in Zürich, and six expert teachers participate in the study. While the novel teachers are video-taped twice, the expert teachers are filmed only once. The stimulated recall interviews take place about four weeks after the lesson has been filmed. The teachers will watch their own lessons and do a self-reflection for their teaching. Also, they have to answer questions concerning the beliefs and use of reflection in their every day work. For the interview, a random sample of six novel teachers is chosen. The six expert teachers are all interviewed. Two instruments are implemented for analysing the video data. The data is analysed by a codes-system which is based on the codes-system from the University of Kiel (Seidel, Prenzel, Duit & Lehrke, 2003) and assessed by ratings based on the ratings from Clausen, Reusser and Klieme (2003). For the coding-process the Videograph software is used. It allows splitting up the video in multiple pieces. The codes are assigned to each ten seconds piece. The whole lesson is assessed with the ratings. The ratings reach from one to six, whereas six is the best assessment. The interpretations of the lessons reach from low-inferent to high-inferent ratings. The results of the video-analysis are compared with the ratings of the teachers themselves and the pupils. The interviews are analysed by a qualitative content analysis according to Mayring (2007).

video based analysis, stimulated recall interviews, questionnaires

The data acquisition is in progress and will only be finished in August 2008. The presentation will show and discuss the results which will be available at the time of presentation.