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Verfasser
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Goeze, Annika; Hetfleisch, Petra; Schrader, Josef
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Titel
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Wirkungen des Lernens mit Videofällen bei Lehrkräften: Welche Rolle spielen instruktionale Unterstützung, Personen- und Prozessmerkmale?
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Jahr
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2013
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In
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Zeitschrift für Erziehungswissenschaft, 16(1)
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Seite
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79 - 113
- Zitierlink
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http://www.die-bonn.de/id/34296
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse.
- Abstract
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Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role.
