Fostering teaching-related analytical skills through case-based learning with classroom videos in initial teacher education

Frommelt, Manuela; Hugener, Isabelle; Krammer, Kathrin

doi:10.25656/01:18002

2019

DOI: 10.25656/01:18002

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Fostering teaching-related analytical skills through case-based learning with classroom videos in initial teacher education

Manuela Frommelt¹,

Isabelle Hugener²,

Kathrin Krammer

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Cited by 3 publications

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Handlungsnahe Kompetenzmessung in der Lehrkräftebildungsforschung – Eine Übersichtsarbeit zu Eigenschaften von Messinstrumenten in der DACH-Region.

Albu,

Lindmeier

2023

Z Erziehungswiss

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In recent years, a new branch of teacher competence research has emerged in which competence is measured close to teaching performance. Such so-called performance assessment approaches are gaining increasing attention, but the research field is still fragmented. A lack of overview and varying reporting practices interfere with its coherent development. This scoping literature review provides an overview of recent advances and the current state of performance assessment instruments in teacher education research in German-speaking countries. We examined assessment instruments that provide objective, standardised measurement procedures based on observable behaviour regarding teaching demands. Based on 20 assessment instruments, a category system with 14 categories was inductively developed, capturing their characteristics in terms of context, test methods, and alignment with criteria for performance assessment. Despite the considerable variation, three types of teacher performance assessment instruments could be identified through qualitative and exploratory statistical analyses. The results show continuity as well as development compared to previous reviews and provide suggestions on advancing the still-emerging research field. For example, they can be used to foster the coherence of the research field by providing information on typical instrument differences and similarities as well as essential reporting demands.

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Handlungsnahe Kompetenzmessung in der Lehrkräftebildungsforschung – Eine Übersichtsarbeit zu Eigenschaften von Messinstrumenten in der DACH-Region.

Albu,

Lindmeier

2023

Z Erziehungswiss

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‚The same or different?‘—Effects of lesson analysis and lesson reflection on the change of cognitive and motivational characteristics of professional teaching competence

Lohse-Bossenz,

Schmitt,

Lenske

et al. 2023

Z Erziehungswiss

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ZusammenfassungDie Analyse von und die Reflexion über Unterricht sind zentrale Elemente universitärer Lehrkräftebildung. Dabei kann sowohl in der Lehre als auch in der Forschung begriffliche Heterogenität bzgl. Reflexion konstatiert werden. Auch fehlt eine klare Abgrenzung zwischen Analyse und Reflexion von Unterricht. Aufbauend auf der Konzeption des Selbstbezugs als ein zentrales Unterscheidungsmerkmal wird mittels eines quasi-experimentellen Prä-Post-Interventions-Kontrollgruppendesigns geprüft, inwiefern sich Unterrichtsanalysen von Unterrichtsreflexionen in ihren Auswirkungen auf die professionelle Unterrichtswahrnehmung (PUW) und die klassenführungsbezogene Selbstwirksamkeit (SW) unterscheiden. An einer Stichprobe von 194 angehenden Lehrkräften im Master of Education einer Hochschule kann gezeigt werden, dass Unterrichtsanalyse und -reflexion vergleichbar positive Effekte auf die PUW zeigten (besser als eine Kontrollgruppe ohne spezifische Intervention). Allerdings zeigt die Reflexionsgruppe eine stärkere Zunahme klassenführungsbezogener SW im Vergleich zu den anderen beiden Gruppen. Die Ergebnisse deuten somit darauf hin, dass durch den expliziten Selbstbezug selbstgerichtete Kognitionen verstärkt thematisiert werden und damit zusätzliche Aspekte professioneller Kompetenz adressiert werden können.

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The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video

Ferdig

Kosko

Gandolfi

2020

JVWR

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Research has provided evidence of the value of producing multiple representations of content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound. A limited number of research studies exist that have examined the impact of combining three-dimensional sound to match three-dimensional video in learning environments. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio. Results provided evidence that ambisonic audio increased perceived presence for those familiar with the content being taught, led to differentiation in what ambisonic viewers noticed compared to monophonic groups, and improved participant focus in watching the 360 video. Implications for the development and implementation into virtual worlds are discussed.

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Fostering teaching-related analytical skills through case-based learning with classroom videos in initial teacher education

Cited by 3 publications

References 0 publications

Handlungsnahe Kompetenzmessung in der Lehrkräftebildungsforschung – Eine Übersichtsarbeit zu Eigenschaften von Messinstrumenten in der DACH-Region.

Handlungsnahe Kompetenzmessung in der Lehrkräftebildungsforschung – Eine Übersichtsarbeit zu Eigenschaften von Messinstrumenten in der DACH-Region.

‚The same or different?‘—Effects of lesson analysis and lesson reflection on the change of cognitive and motivational characteristics of professional teaching competence

The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video

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