Learning From Video Cases: The Effect of Different Instructional Strategies on Student Teachers' Professional Vision

• In Event: Expanding Virtual Preservice Teacher Learning Through Simulated Practice, Virtual Placements, and Video Analysis

Abstract

Research on video cases in teacher education is abound but there has hardly been systematic investigation on how to explicitly work with them to foster specific learning goals. This intervention study investigated the effect of different instructional strategies on student teachers’ knowledge and professional vision when working with video cases. 286 student teachers participated in one of eleven video-based university courses on classroom management, which were assigned to different conditions in a 2×2-design: order of learning phases (theory–casework/casework–theory) and video observation task (comparative/non-comparative). Mixed ANOVAs revealed no effects of various instructional strategies on knowledge acquisition, but indeed had differential effects on professional vision. Especially the explicit observation task appeared crucial and should therefore be chosen carefully.

Authors

• Isabell Tucholka, TU Dortmund University

• Bernadette Gold, TU Dortmund University