To perceive meaningful learning situations in the classroom, i.e. to percept, interpret and, if necessary, generate alternative options for action, is an important skill for teachers (Blömeke et al., 2015). Teacher training needs to prepare students teachers for the demands of teaching and its complexity (Steffensky & Kleinknecht, 2016). Hence, the investigation of such abilities came into the focus of educational and didactic research and authentic learning situations became of special interest. Video-vignettes are used in teacher training to practice situation-specific skills and are utilized in both qualitative (e.g. Sherin & van Es, 2009; Santagata & Guarino, 2011; Schwindt 2008) and quantitative (e.g. Seidel & Stürmer, 2014; König, 2016; Gold et al. 2016; Blömeke et al., 2015; Meschede et al., 2015) research as tool to measure and analyse teacher competence in context.

The “Nawi-In (Teaching science education inclusively - Teacher students' competency development for and with school practice)” project focuses on the competence development of student teachers who analyse teaching situations in the context of inclusive science teaching. The aim is to determine how the professional competence for inclusive science teaching of primary and secondary school teacher students develops in a three-semester seminar. The analysis of video-vignettes enables students to train their teaching perception to expand their repertoire of actions before starting their school internship (Alsawaie & Alghazo, 2009) in the second semester. Students' competence development is determined by the reflection of external video-vignettes and their own videos from their internship in the second semester (Seidel et al., 2011). This paper deals with the competence development of students from before and after working with external video-vignettes. Having that in mind, this paper presents a study about the questions:

Which competence development for an inclusive science teaching can be observed in the three-semester seminar with teacher students of the primary and secondary school?

1. Do  teacher students’ perception, interpretation and decision-making skills increase in the context of inclusive science teaching?
2. Which conditions for success in inclusive science teaching can teacher students identify and argue in external video-vignettes?
3. How do the competence profiles of teacher students at primary and secondary level develop?

The study observes teacher students over three semesters. Open questions about a video-vignette are asked before (measurement time 1) and after (measurement time 2) the casework in the preparation seminar and after the internship (measurement time 3). During the preparatory seminars, participants work with external video-vignettes (Intervention 1) and during the internship with their own videos (Intervention 2). This paper deals with the competence development of students from measurement time one to measurement time two. The sample includes participants, which are teacher students (N=23) attending the teacher education programme at Leuphana University of Lüneburg, Germany. They attend in one of two different courses in inclusive science education. The allocation of the course depends on whether the students are studying the programme for primary or secondary school. Against a competence grid of successful inclusive science teaching, we rate the situation-specific skills on inclusive science teaching in a pre-test re-test post-test design by evaluating the students’ ability to reflect on authentic teaching situations seen in video-vignettes. Evaluation will be conducted through content analysis (Mayring, 2010) of the students’ reflection of the videos based on the competence grid and will lead to individual, anonymized competence development profiles.

We expect that teacher students positively change their situation-specific skills during the semester. The use of casework (video-vignettes) in the seminar has an impact the post survey. For this reason, students in the pre-survey will focus and evaluate the actions of pupils and teachers. In the post-survey, it is expected that students notice more inclusive subject-related knowledge and thus show a higher inclusive science teaching understanding. Furthermore, the students will generate more alternative options for action. Moreover, we elaborate competence profiles of students with regard to inclusive science teaching in order to be able to make statements about casework with external video-vignettes in inclusive science teaching.

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