10 SES 03 B, Programmes and Approaches: Digital settings
The project „Linking Pedagogic Expertise through Video Enhanced Learning Scenarios (Level)“ , located at the Goethe University Frankfurt, is part of a larger initiative for the improvement of teacher education funded by the German Federal Ministry of Education and Research (BMBF). In order to join the distinct phases and disciplines within teacher education, different research teams collaborate in the creation of a video-based learning platform to develop the professional vision of (pre-service) teachers (Blomberg et al. 2013; Seidel et al. 2013; Stürmer et al. 2013). In this context, our research team that consists of members of the didactic departments in the social sciences, geography, and history, addresses the concept of “Mündigkeit”. As a core principle in German civic education, the concept of “Mündigkeit” includes aims like autonomous and responsible judgment and participation (Arthur et al. 2008; Henkenborg 2012). More specifically, the concept implies the ability to distance oneself from one’s circumstances and reflect critically on encountered structures. As a result, these reflections build the fundament for further decisions either to accept the current social and political conditions or to endeavor to change them.
Within the project, first, we analyze and identify characteristics of this general aim in classroom interaction based on videotaped social science lessons. Second, we discuss potential implications for instructional methods and specific tasks of teaching. Third, we use sequences of classroom videos to create learning units within the video-based learning platform so as to foster the professional vision of (pre-service) civics teachers.
A central objective of our research is to explore the potentials of simulation games as an instructional method in civic education (Engartner et al. 2015; Klabbers 1989). Given that the potentials of the method only come into effect when teachers are aware of its specific challenges, we pay particular attention to the task of teacher education and ask for likely benefits of video-based learning platforms. The practice of video-based casework not only offers a chance to reflect videotaped teaching situations without any pressure to act. It also promotes a scientific-reflective habitus of (pre-service) teachers (Helsper 2003; Idel/Reh/Rabenstein 2014). Hence, we understand video-based learning platforms as instruments to train teachers’ attentiveness to students’ concepts. The latter are regarded as starting points for students’ learning processes and as such introduce new perspectives to the interpretation of classroom interaction (Sherin 2001; 2002).
Analyzing videotaped social science lessons, we focus specifically on the changes of perspectives that students have to accomplish during a simulation game (Engartner et al. 2015). The ability to switch perspectives is seen as a basic condition to cultivate acts of autonomous and responsible judgment in the sense of “Mündigkeit”. However, multiperspectivity also leads to uncertainties in instructional settings: In contrast to ‘traditional’ teaching methods, the teacher has to deal with a lack of predictability in simulation games while s/he is still in charge of ongoing processes (Leigh/Spindler 2004). In particular, s/he has to ensure an adequate reflection of the simulation which helps to promote processes of political learning. This task requires attentive observation and reflection of the game in relation to the competencies of political judgment and participation. This challenges the concept of professional vision (Stürmer et al. 2013).
In our paper, we use a selection of videotaped classroom sequences during a simulation game to illustrate, first, these opportunities and challenges for political learning. Second, we outline the potentials of analyzing these situations in teacher education. Finally, we discuss how these sequences can be implemented in a video-based learning platform to foster the professional vision of civics teachers.
Arthur, James/Davies, Ian/Hahn, Carole (Eds.) (2008): The SAGE Handbook of Education for Citizenship and Democracy. Los Angeles et al. Blomberg, Geraldine et al. (2013): Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies to Promote Reflection. In: Instructional Science 42, 3: 443-463. Breidenstein, Georg/Tyagunova, Tanja (2012): Ethnomethodologie und Konversationsanalyse. In: Bauer, Ullrich/Bittlingmayer, Uwe H./Scherr, Albert (Hg.): Handbuch Bildungs- und Erziehungssoziologie. Wiesbaden: 387-403. Engartner, Tim/Siewert, Marcus B./Meßner, Maria Th./Borchert, Christiane (2015): Politische Partizipation ‘spielend’ fördern? Charakteristika von Planspielen als didaktisch-methodische Arrangements handlungsorientierten Lernens. In: Zeitschrift für Politikwissenschaft 25, 2: 189-217. Helsper, Werner (2003): Ungewissheit im Lehrerhandeln als Aufgabe der Lehrerbildung. In: Helsper, Werner/Hörster, Reinhard/Kade, Jochen (Eds.): Ungewissheit. Pädagogische Felder in Modernisierungsprozessen. Weilerswist. Henkenborg, Peter (2012): Politische Urteilsfähigkeit als politische Kompetenz in der Demokratie – der Dreiklang von Analysieren, Urteilen und Handeln. In: zeitschrift für didaktik der gesellschaftswissenschaften 2: 28-50. Idel, Till-Sebastian/Reh, Sabine/Rabenstein, Kerstin (2014): Pädagogische Ordnungen als Fall. Fallarbeit und Professionalisierung aus praxistheoretischer Sicht. In: Pieper, Irene/Frei, Peter/Hauenschild, Katrin/Schmidt-Thieme, Barbara (Eds.): Was der Fall ist. Beiträge zur Fallarbeit in Bildungsforschung, Lehramtsstudium, Beruf und Ausbildung. Wiesbaden: 75-88. Jehle, May/Blessing, Benita (2014): Using Classroom Recordings in Educational History Research. An East German Civics Lesson. In: Journal of Social Science Education 13, 1: 118-136. DOI: 10.2390/jsse-v13-i1-1273. Klabbers, Jan H. G. (Ed.) (1989): Simulation-gaming: on the improvement of competence in dealing with complexity, uncertainty and value conflicts. Oxford. Leigh, Elisabeth/Spindler, Laraine (2004): Researching Congruency in Facilitation Styles. In: Kriz, Willy/Eberle, Thomas (Eds.): Bridging the Gap. Transforming Knowledge into Action Through Gaming and Simulation. München: 309-317. Rauin, Udo/Herrle, Matthias/Engartner, Tim (2016): Videoanalysen in der Unterrichtsforschung. Methodische Vorgehensweisen und aktuelle Anwendungsbeispiel. Weinheim. Seidel, Tina/Blomberg, Geraldine/Renkls, Alexander (2013): Instructional strategies for using video in teacher education. In: Teaching and Teacher Education 34: 56-65. Sherin, Miriam G. (2001): Developing a Professional Vision of Classroom Events. In: Wood, Terry/Nelson, Barbara S./Warfield, Janet (Eds.): Beyond Classical Pedagogy. Teaching Elementary School Mathematics. New York, London: 75-93. Sherin, Miriam G. (2002): When Teaching Becomes Learning. In: Cognition and Construction 20, 2: 119-150. Stürmer, Kathleen/Seidel, Tina/Schäfer, Stefanie (2013): Changes in professional vision in the context of practice. Preservice teachers’ professional vision changes following practical experience: a video-based approach in university-based teacher education. In: Gruppendynamik & Organisationsberatung 44, 3: 339-355.
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