Promoting preservice teachers' multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis

Janeczko, J. M., Lehmkuhl, A., Junker, R., Zucker, V., Meschede, N., & Holodynski, M.

Zusammenfassung

Good teaching requires a professional vision of the relevant dimensions of teaching quality and their interrelationships. For example, classroom management is necessary but insufficient for providing effective instructional support. Thus, teacher education should foster a multiperspective professional vision of these dimensions of teaching quality as a basis for implementing appropriate teaching actions. Research shows that professional vision can be promoted when preservice teachers analyze classroom videos. However, acquiring a multiperspective professional vision is more complex than a single perspective. Furthermore, preservice teachers have different entry levels and developmental trajectories. Individual learning requirements and the more complicated task demands can potentially be met through virtual learning environments and additional support tools implemented during video analysis. We used a video-based assessment with an open response format and investigated (1) the effect of a video-based virtual learning environment on promoting multiperspective professional vision in elementary science education and (2) the effect of additional support tools (modeling videos and prompts) implemented during video analysis. A quasi-experimental pre-post-follow-up study with 145 preservice teachers showed that a basic virtual learning environment improved participants’ multiperspective professional vision compared to an untreated control group in the short and long term. The additional support tools in the enriched virtual learning environment did increase preservice teachers’ performance even more while training professional vision but not in the post- and follow-up tests. Therefore, teacher education programs should consider the benefits of video-based virtual learning environments for an individualized promotion of professional vision. Further research on effective digital support tools is needed.