How conceptual fidelity and pair comparisons affect learning processes using video examples for planning knowledge

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Abstract

Teaching videos have strong potential to foster professional competencies in (preservice) teachers, yet evidence on their effectiveness compared to other formats is limited. This quasi-experimental study examines how video-based examples of problem-oriented physical education support preservice teachers’ planning knowledge. It also explores the impact of conceptual fidelity (aligned vs. distant) and example pair comparisons (sequential vs. comparative) on learning outcomes. Using a pre-post-follow-up design, 257 preservice PE teachers were assigned to one of four video-based conditions, a control or a baseline group. Video-based and control groups showed greater planning knowledge gains than the baseline. Conceptually-aligned videos were more effective than conceptually-distant ones. Example comparisons showed no effect. Video groups reported greater changes in their constructivist and transmissive beliefs.

Authors

• Rieke Frerichs, Europa-Universität Flensburg

• Tim Heemsoth, Europa-Universität Flensburg