10 SES 04.5 PS, General Poster Session
General Poster Session
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.
Baumert, J., & Kunter, M. (2011). Das Kompetenzmodell von COACTIV. In M. Kunter und J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (Hrsg.), Professionelle Kompetenz von Lehrkräften. Ergebnisse des Forschungsprograms COACTIV (S. 29-53). Münster: Walmann. Blömeke, S., Gustafsoon, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Viewing competence as a continuum. Zeitschrift für Psychologie, 223, 3-13. Doyle, W. (2006). Ecological Management and Classroom Management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of Classroom Management (S. 97-126). Mahwah. NJ: Lawrece Erlbaum Associates Publisher. Gold, B., Förster, S., & Holodynski, M. (2013). Evaluation eines videobasierten Trainingsseminars zur Förderung der professionellen Wahrnehmung von Klassenführung im Grundschulunterricht. Zeitschrift für Pädagogische Psychologie, 27 (3), 141 – 155. Hellermann, C., Gold, B., & Holodynski, M. (2015). Förderung von Klassenführungsfähigkeiten im Lehramtsstudium. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47(2), 97-109. König, J., & Lebens, M. (2012). Classroom Management Expertise (CME) von Lehrkräften messen: Überlegungen und Testungen mithilfe von Videovignetten und erste empirische Befunde. Lehrerbildung auf dem Prüfstand, 5, 3-29. König, J. (2015). Measuring Classroom Management Expertise (CME) of Teachers: A Video- Based Assessment Approach and Statistical Results. Cogent Education, 2(1), 991178. Kramer, C., König, J., Kaiser, G., Ligtvoet, R. & Blömeke, S. (in press). Der Einsatz von Unterrichtsvideos in der Lehrerausbildung: Zur Wirksamkeit video-und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte. Zeitschrift für Erziehungswissenschaft. Krammer, K., & Reusser, K. (2005). Unterrichtsvideos als Medium der Aus- und Weiterbildung von Lehrpersonen. Beiträge zur Lehrerinnen- und Lehrerbildung, 23(1), 35-50. Oevermann, U. (2001). Strukturprobleme supervisorischer Praxis: eine objektiv hermeneutische Sequenzanalyse zur Überprüfung der Professionalisierungstheorie (Vol. 2). Frankfurt a.M.: Humanities Online. Seidel, T, Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259–267. Sherin, M. G. & van Es, E. A. (2002). Learning to Notice: Scaffolding New Teachers' Interpretations of Classroom Interactions. Journal of Technology and Teacher Education, 10, 571–596.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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