Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.

ORBIS SCHOLAE, Vol 9 No 2 (2015), 119–137

Case-Based Learning in Initial Teacher Education: Assessing the Benefits and Challenges of Working with Student Videos and Other Teachers’ Videos

Kathrin Krammer, Isabelle Hugener, Manuela Frommelt, Gabriela Fürrer Auf der Maur, Sandro Biaggi

DOI: https://doi.org/10.14712/23363177.2015.83
zveřejněno: 01. 02. 2018


The ability to analyze classroom situations proficiently is regarded as one of the key prerequisites for successful teaching. Although a steadily increasing body of empirical evidence proves that case-based learning with videos can foster professional vision in teachers, it is still necessary to gain a better understanding as to what type of video (one’s own or those of other teachers) is especially impactful in initial teacher education. Against this background, we conducted the intervention study VideA (“Video Analysis in Teacher Education”) in the first year of a Swiss teacher preparation program, whose chief aim consisted in promoting pre-service teachers’ professional vision. Concretely speaking, we compared the students’ (N = 159) and their facilitators’ (N = 26) assessments of case-based learning with their own and other teachers’ videos in terms of self-reported acceptance and effectiveness. Three seminar groups of about 18 second-semester students analyzed videos of their own teaching (Intervention A; n = 56), while three other seminar groups of about the same size analyzed videos of other teachers unknown to them (Intervention B; n = 51). The analyses were moderated by facilitators and supported with supplementary materials originating from the videotaped lessons. Acting as a control group, students in a further three seminar groups solely analyzed written teaching and learning materials, and did not make use of videos altogether (n = 52). The results show that the students’ as well as the facilitators’ ratings are quite high, irrespective of the examples of actual teaching practice used. Yet a comparison of the two video settings revealed that learning with one’s own videos received a higher degree of acceptance from both the students and the facilitators than working with other teachers’ videos. The same applies to effectiveness, which got slightly higher ratings in Intervention A than in Intervention B.

Klíčová slova: teacher education; professional vision; case-based learning; lesson analysis; different types of classroom videos

reference (34)

1. Baecher, L., Kung, S. C., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189−197. CrossRef

2. Biaggi, S., Krammer, K., & Hugener, I. (2013). Vorgehen zur Förderung der Analysekompetenz in der Lehrerbildung mit Hilfe von Unterrichtsvideos − Erfahrungen aus dem ersten Studienjahr. Seminar, 19(2), 26−34.

3. Biaggi, S., Krammer, K., & Hugener, I. (2014). Making visible the development of professional vision: How do pre-service teachers reflect on the analyses of classroom videos in their learning journals? Paper presented at the EARLI SIG Conference Teaching and Teacher Education, Frauenchiemsee (Germany).

4. Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90−114.

5. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Videos as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417−436. CrossRef

6. Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM The International Journal on Mathematics Education, 43(1), 175−187. CrossRef

7. Brophy, J. E. (Ed.). (2004). Using video in teacher education. Oxford: Elsevier.

8. Drechsel, B. (2001). Subjektive Lernbegriffe und Interesse am Thema Lernen bei angehenden Lehrpersonen. Münster: Waxmann.

9. Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J. (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91−114. CrossRef

10. Gold, B., Förster, S., & Holodynski, M. (2013). Evaluation eines videobasierten Trainingsseminars zur Förderung der professionellen Wahrnehmung von Klassenführung im Grundschulunterricht. Zeitschrift für Pädagogische Psychologie, 27(3), 141−155. CrossRef

11. Hellermann, C., Gold, B., & Holodynski, M. (2015). Förderung von Klassenführungsfähigkeiten im Lehramtsstudium. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47(2), 97−109. CrossRef

12. Helmke, A. (2009). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts. Seelze-Velber: Kallmeyer.

13. Janik T., & Seidel T. (Eds.). (2009). The power of video studies in investigating teaching and learning in the classroom. Münster: Waxmann.

14. Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R., & Stigler, J. W. (2012). Measuring usable knowledge: Teachers' analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568−589. CrossRef

15. Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13−23. CrossRef

16. Kleinknecht, M., & Poschinski, N. (2014). Eigene und fremde Videos in der Lehrerfortbildung. Zeitschrift für Pädagogik, 60(3), 471−490.

17. Krammer, K., Ratzka, N., Klieme, E., Lipowsky, F., Pauli, C., & Reusser, K. (2006). Learning with classroom videos: Conception and first results of an online teacher learning project. Zentralblatt für Didaktik der Mathematik, 38(5), 422−432. CrossRef

18. Krammer, K., Hugener, I., & Biaggi, S. (2012). Unterrichtsvideos als Medium des beruflichen Lernens in der Lehrerinnen − und Lehrerbildung − Formen und Erfahrungen. Beiträge zur Lehrerinnen- und Lehrerbildung, 30(2), 261−272.

19. Krammer, K., Hugener, I., Biaggi, S., Frommelt, M., & Fürrer, G. (2013). VideA: Video Analysis in Teacher Education − Learning With Own and Others' Videos. Paper presented at the 15th Biennial EARLI Conference, Munich.

20. Krammer, K. (2014). Fallbasiertes Lernen mit Unterrichtsvideos in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerinnen- und Lehrerbildung, 32(2), 164−175.

21. Krammer, K., & Hugener, I. (2014). Förderung der Analysekompetenz angehender Lehrpersonen anhand von eigenen und fremden Unterrichtsvideos. journal für lehrerInnenbildung, 14(1), 25−32.

22. Lipowsky, F., Ratzka, N., Pauli, C., & Krammer, K. (2010). Skalendokumentation des Projekts Binationale videogestützte Weiterbildung für Lehrpersonen aus Deutschland und der Schweiz. Frankfurt/Zurich: Unpublished manuscript.

23. Lipowsky, F. (2011). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung. In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf (pp. 398−417). Münster: Waxmann.

24. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal on Mathematics Education, 43(1), 133−145. Santagata, R. (2014). Video and teacher learning: Key questions, tools, and assessments guiding research and practice. Beiträge zur Lehrerinnen- und Lehrerbildung, 32(2), 196−209.

25. Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(1), 259−267. CrossRef

26. Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56−65. CrossRef

27. Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739−771. CrossRef

28. Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475−491.

29. Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20−37. CrossRef

30. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers' eyes. New York: Routledge.

31. Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107−125. CrossRef

32. Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467−483. CrossRef

33. van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers' analysis of video. Journal of Teacher Education, 65(4), 340−356. CrossRef

34. Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(1), 454−462. CrossRef

Creative Commons License
Case-Based Learning in Initial Teacher Education: Assessing the Benefits and Challenges of Working with Student Videos and Other Teachers’ Videos is licensed under a Creative Commons Attribution 4.0 International License.

230 x 157 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč
ISSN: 1802-4637
E-ISSN: 2336-3177

Ke stažení