Classroom Management Training With Video Vignettes: Fostering Learning Effectiveness by Instructional Scaffolding

• In Event: The Influence of Administration, Teachers, Technology, and Deficit Thinking on Students and Classroom Management

Abstract

Video vignettes can visualize aspects of classroom management (CM), what makes them invaluable for teacher education. Nevertheless, the perception of complex video vignettes can be cognitively overwhelming (Syring et al., 2015). Instructional scaffolding seems promising to reduce element interactivity of complex learning tasks to foster learning (van Merriënboer, Kester, & Paas, 2006). Thus, the present study investigated whether instructional scaffolding of CM-video vignettes can improve novices´ learning outcome. The two experimental factors were “signaling” (constant/scaffolded) and “segmenting” (constant/scaffolded). The sample consists of 90 bachelor students enrolled in a teacher-training program. Results indicate that scaffolded signaling and segmenting improved learning from CM videos.

Authors

• Rijana van Bebber, University of Duisburg-Essen

• Gerlinde Lenske, University of Koblenz-Landau

• Theresa Dicke, Australian Catholic University

• Detlev Leutner, University of Duisburg-Essen