Student Teachers' Acquisition of Knowledge about Tutoring from Studying Video Examples: The Effects of Instructional Multimedia Design
Developmental and Educational Psychology
Final Report Abstract
Videos have been a widely used tool to foster (student) teachers’ professional vision (i.e, noticing and interpreting important classroom events in theoretical terms), which can support effective teaching. However, videos for fostering professional vision have often been used in sub-optimal ways from the perspective of instructional multimedia design. In this project, we conducted experiments to test whether student teachers’ acquisition of professional vision skills can be optimized by instructional support procedures from research on multimedia learning. Videos can be used for training professional vision with a lens focusing on pedagogical-psychological knowledge (PPK) as well as on pedagogical content knowledge (PCK). Hence, we investigated the same instructional design procedures in two slightly different contexts: focus on PPK and focus on PCK. In addition, we focused on professional vision of student-centered and less student-centered tutoring moves (context: tutoring sessions on the human circulatory system). Overall, the present project made the following main contributions: We have developed and tested… - a rationale for staged teacher-education videos that provide a dense sequence of instructive events and that are likewise perceived by teachers as authentic. - videos that can be used for training both pedagogical/psychological as well as pedagogical-content professional vision skills and for integrating both types of sub-skills. - different coding schemes for assessing professional vision at different grain-sizes and with different foci. - a tool for assessing noticing and interpreting in an efficient way. We found that … - a short-term intervention with an introductory text on theoretical knowledge as pre-training for subsequent video analysis effectively fosters professional vision skills. - PCK is more difficult than PPK in terms of applying this knowledge to video analysis. Hence, teacher educators should particularly support video analyses from a contentspecific perspective. - focusing student teachers on certain relevant events (e.g., by introductory texts) has the potential disadvantage that it may hinder student teachers from establishing coherence between single events (e.g., tutor behavior to subsequent student reactions). Teacher educators should have this potential dilemma in mind and balance between a focus on single important events and a focus on event sequences. - instructional support procedures that proved to foster learning in multimedia research (e.g., segmenting) fostered performance during PV training but did not seem to consistently lead to better performance in later professional vision tasks. It is likely that in the case of professional vision, longer interventions are needed that prepare the student teacher for later, unsupported application of the acquired professional vision skills. - Epistemic Network Analysis (ENA) proved to be a valuable tool to visualize, explore and contrast the complex relationships among the components of student teachers' professional vision skills.
Publications
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(2022). An epistemic network approach to teacher students‘ professional vision in tutoring video analysis. Frontiers in Education, 7:805422
Farrell, M., Martin, M., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Seidel, T.
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(2022). Focused self-explanation prompts and segmenting foster pre-service teachers‘ professional vision – but only during training! Journal of Educational Technology in Higher Education, 19, 34
Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Renkl, A.
