The teacher, her or his professional competences and the quality of teacher education are at the core of current debates about the education system in Germany. Teacher education in Germany is divided into two phases: one more theoretical phase at university (Bachelor’s and Master’s program, 4-5 years), and one practical phase at school (1,5-2 years). Teacher education at university is increasingly expected not only to inform about pedagogical, content and pedagogical content knowledge, but also to prepare students for decision-making and responsibility and thus focus more on the concrete challenges of school. Therefore, it appears to be reasonable to expand concepts of teacher competence that consist of professional knowledge and affective-motivational characteristics (Baumert and Kunter 2011) with situation-specific skills which focus on perception, interpretation and decision making (Blömeke et al. 2015). This threefold division is also described by the concept of professional vision (Sherin and van Es 2002).
To emphasize these situation-specific skills in teacher preparation at universities, working with lesson videos gets more and more popular. Multidimensional lesson videos are perfectly suited for the reflection of complex classroom processes (Krammer and Reusser 2005) and allow for an early promotion of situation-specific skills without immediate need for the students to react. The effectiveness of video-based learning has already been shown in previous studies with comparative group design (Gold et al. 2013; Hellermann et al. 2015; Seidel et al. 2011).  However, different approaches of situated learning, especially working with lesson transcripts, also seem to be a viable option to support the acquisition of situation-specific skills in teacher education. Both lesson videos and transcripts provide the opportunity to review, reflect and analyze. Videos are able to show a realistic picture of the classroom, where multiple events happen simultaneously. Transcripts, in comparison, are less complex and can be used to analyze the lessons according to the principle of sequentiality or a sequential reconstruction (Oevermann 2001).
It is not yet sufficiently examined to which extend video-based learning is more beneficial for the acquisition of situation-specific skills than working with lesson transcripts. First results show that the learning gain of Bachelor students in video- or transcript-based classroom management seminars did not differ. However, in comparison to the control group that did not work with a comparable medium, both experimental groups show statistically significant increases with practical significance in situation-specific skills (Kramer et al. in press).
Whether video-based seminars with students of the Master’s program, who already have a broader knowledge and more practical experiences in the classroom than students of the Bachelor’s program, are more effective than transcript-based seminars has not yet been examined.

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