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Originalia

Förderung von Klassenführungsfähigkeiten im Lehramtsstudium

Die Wirkung der Analyse eigener und fremder Unterrichtsvideos auf das strategische Wissen und die professionelle Wahrnehmung

Published Online:April 10, 2015https://doi.org/10.1026/0049-8637/a000129

Abstract

Unterrichtsvideos werden immer häufiger in der Lehrerbildung eingesetzt. Es gibt jedoch bisher erst wenige Studien darüber, wie sich unterschiedliche Lehrkonzepte auf das Lernen auswirken. In der vorliegenden Interventionsstudie wurden zwei videobasierte universitäre Trainings im Bereich Klassenführung im Grundschulunterricht in einem quasi-experimentellen Prä-Post-Design verglichen. Eine Gruppe (N = 36) analysierte die Klassenführung von fremden Lehrpersonen anhand mehrerer Videoszenen. Die zweite Trainingsgruppe (N = 32) analysierte sowohl Videomaterial aus fremdem als auch aus eigenem Unterricht. Die Lernzuwächse beider Trainingsgruppen wurden mit einer unbehandelten Kontrollgruppe (N = 28) kontrastiert. Die Ergebnisse von Kovarianzanalysen stützen die Hypothese, dass das Training anhand von fremden und eigenen Unterrichtsvideos die professionelle Wahrnehmung ( = .147) am besten schult. Doch auch das Training anhand fremder Videos zeigt Lerneffekte.


Promoting Classroom Management Skills in Teacher Education: Effects of Analyzing Videos of Others and Own Teaching on Strategic Knowledge and Professional Vision

The use of video has become popular in teacher education. Only few studies have investigated how different instructional strategies affect learning. The current intervention study compares two video-based teacher trainings with respect to classroom management in primary schools using a quasi-experimental pre-post-design. Both trainings consisted of 45 hours of workload. The first group (N = 36) analyzed classroom management strategies in video clips of other teachers. The second group (N = 32) analyzed videos of other teachers as well as of their own teaching. The results of both groups were compared to an untreated control group (N = 28). Results of analysis of covariance indicated that analyzing others and one’s own teaching was the most efficient training program for improving professional vision ( = .147). The training by analyzing videos of others resulted in learning effects as well.

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