Entwicklung eines digitalen, videobasierten Lernmoduls zur Förderung der professionellen Wahrnehmung von Klassenführung bei angehenden Lehrkräften

Abstract

Professional vision of classroom management comprises the competence to recognize relevant classroom management events and interactions and to interpret them in a theory-based manner (Gold et al., 2016; Sherin & van Es, 2009). Promoting this competence is a main goal of teacher training. The effectiveness of video-based learning arrangements to promote this competence has already been confirmed (Steffensky & Kleinknecht, 2016). However, there is a lack of digital learning opportunities that offer individually adaptable learning paths (Bremer, 2009) to take different performance levels and learning tempi of pre-service teachers into account (Landenfeld et al., 2019). This article therefore describes the development of a digital, video-based learning module to promote the professional vision of relevant classroom management events. It was developed according to proven media-psychological design principles and subjected to usability testing. Representing the potential user groups, two student teachers (novices) and twelve seminar leaders (experts) worked on at least one part of the digital learning module and evaluated its usability in terms of content, operability, and aesthetics. A qualitative content analysis of interview transcripts and notes revealed that design and content of the module were evaluated as aesthetic and meaningful. Additionally, statements on module length, video analyses, support elements, feedback, operating elements, and design aspects were extracted. Based on these findings, the video analyses were modified, and the module was revised. In addition to the possibility of using the digital learning module for the competence development of pre-service teachers, the obtained findings are useful for the construction of future video-based learning modules.