Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool

Kramer, Maria; Förtsch, Christian; Stürmer, Julia; Förtsch, Sonja; Seidel, Tina; Neuhaus, Birgit J.

doi:10.1080/2331186x.2020.1823155

Cited by 28 publications

(29 citation statements)

References 90 publications

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“…The authenticity of the vignettes is crucial for the initiation of the professional vision [114]. However, staged videos can also be perceived as authentic [115].…”

Section: Discussionmentioning

confidence: 99%

Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry

Vogt

Schmiemann

2020

Education Sciences

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Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly valuable, since formative assessment contributes to the quality of science teaching and learning. The four-dimensionality of the construct of professional vision with its abilities (perception, description, explanation, and prediction) was confirmed by means of our text-vignette-based instrument. The professional vision of pre-service teachers (N = 80) was fostered in training, involving a seminar phase and a teaching phase in an out-of-school laboratory. In a pre-post design significant interaction effects of groups (training vs. comparison group (N = 39)) and time for the ability description (F(1,117) = 29.14 p < 0.001) and prediction (F(1,117) = 14.81 p < 0.001) were found, indicating the sensitivity of the instrument. Our instrument allows the assessment of the abilities description and prediction. The scales for the abilities perception and explanation need further refinements. Nonetheless, our instrument could be a starting point to further investigate professional vision in science contexts as it incorporates the essential key features such as a situated approach.

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“…The authenticity of the vignettes is crucial for the initiation of the professional vision [114]. However, staged videos can also be perceived as authentic [115].…”

Section: Discussionmentioning

confidence: 99%

Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry

Vogt

Schmiemann

2020

Education Sciences

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“…The topic area was exemplified for the particular topic "skin" including information on skin as a sensory organ, protective functions of the skin, and the importance of the skin for the regulation of the body temperature. The content was differentiated in such a way that aspects of the content were of practical relevance for prospective primary school teachers as well as for prospective secondary school teachers in accordance with science curricula (for more information, see Kramer et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…In addition, there are efforts to describe subject-specific characteristics such as use of technical language, dealing with student errors or conceptual instruction, the use of models and experiments in a particular subject such as mathematics or biology (Schlesinger and Jentsch, 2016;Dorfner et al, 2017;Kramer et al, 2020). Knowing about corresponding subjectspecific characteristics of instructional quality is therefore related to teachers' subject-specific knowledge facets, in particular to teachers' PCK (e.g., Kunter et al, 2013).…”

Section: Importance Of Teachers' Professional Knowledge For Instructional Practicementioning

confidence: 99%

“…Kersting et al, 2010) or enacted PCK (Carlson et al, 2019)] by using a videobased assessment tool showing videos of biology instruction that teachers are asked to analyze (cf. Kramer et al, 2020). Second, we used a different methodological approach, which reflects common practice at universities: direct instructional guidance provided by a lecturer.…”

Section: The Present Studymentioning

confidence: 99%

“…Pre-service teachers' answers of the three diagnostic tasks were coded in accordance with a coding manual that included indicators of subject-specific instructional quality that have been described for the six subject-specific dimensions in the science literature. Additional information about the utilized coding manual is reported in Kramer et al (2020). Incorrect answers or those of very low quality were scored Zero (0) points.…”

Section: Video-based Assessment Toolmentioning

confidence: 99%

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Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

Kramer¹,

Förtsch²,

Neuhaus³

2021

Front. Educ.

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For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study (N = 118 pre-service biology teachers), we investigated the effects of separated instruction (knowledge facets were treated successively without linking) or integrated instruction (knowledge facets were presented in an interrelated way) on PK, CK, PCK and the application of PCK in a video-based assessment tool in comparison to a control group (receiving no instruction). Both pathways of instruction were provided by a lecturer on the curricular topic of senses and sensory organs, exemplified for the topic skin. Results point to the effectiveness of both ways of instruction in terms of knowledge increases for CK and PCK. In addition, working with the video-based assessment tool may have had an additional effect on PCK. No effects for PK could be found, possibly due to a ceiling effect. Moreover, there was no effect of the intervention on the application of PCK. However, tendencies in descriptive results indicating a possible advantage concerning separated or integrated instruction with regard to CK and PCK are discussed. Overall, our results indicate that the use of video-based tools can complement instructional approaches to knowledge acquisition.

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Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

Kramer¹,

Stürmer²,

Förtsch³

et al. 2022

Learning to Diagnose With Simulations

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Identifying and interpreting challenging instructional situations is important for teacher performance in the classroom, thus also for instructional quality. This project examines classroom situations in which pre-service teachers diagnose effective teaching in terms of instructional quality in the context of biology lessons. The interdisciplinary collaboration combines expertise in research on teachers’ professional competence, video-based teaching, and computer-supported case-based learning in several contexts. The video-based simulation DiKoBi (German acronym for “diagnostic competences of biology teachers in biology classrooms”) was developed to investigate, measure, and foster pre-service teachers’ diagnostic skills concerning the instructional quality of biology lessons. Staged videos embedded in the video-based simulation DiKoBi show six different classroom situations, each focusing on one biology-specific instructional quality feature. Validity of the content and tasks in DiKoBi were examined in interviews using think-aloud protocols and expert-novice comparisons. In future research, intervention studies will be used to analyze the effects of knowledge acquisition and scaffolding during teachers’ diagnosing on their diagnostic skills concerning instructional quality.

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Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool

Cited by 28 publications

References 90 publications

Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry

Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

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