Idea and theoretical background

The CLIPSS project focuses on the development and evaluation of video-based teaching materials for the acquisition of action-oriented professional knowledge with a focus on classroom management knowledge and is located in the CaseLab field of work of the project "Professionalization for Diversity (ProViel) - dynamic | reflexive | evidence-based" at the UDE, which addresses case-based learning. The central goals of the subproject are the (further) development of advisory and support structures to support the competence development of teachers' personalities, the professionalization of teachers' actions through the reflection of teaching and learning situations, and the creation of learning environments free of pressure to act.

The professional knowledge of teachers is considered an essential prerequisite for successful teaching (e.g., Lenske, Voss, Kunter, Seiz, Hoehne & Baumert, 2014). As part of pedagogical psychological knowledge, i.e., interdisciplinary knowledge about strategies and means for the genesis and maintenance of conditions conducive to learning (Baumert & Kunter, 2006), classroom management knowledge represents a central component of teacher professional knowledge (Voss et al., 2014). However, to date, student teachers have insufficient competencies in the area of classroom management in the field of educational professional knowledge. In particular, inexperienced teachers feel inadequately prepared in terms of classroom management (Evertson & Weinstein, 2006).

Therefore, the subproject focuses on optimizing the training of students and teacher trainees with regard to pedagogical-psychological professional knowledge. The frequently criticized lack of integration between theory and practice within teacher education is to be optimized by acquiring classroom management competencies in a practical way already in the study phase through the use of innovative teaching-learning materials. By using realistic video material, scientifically reflected experiences with real challenges of school practice are made possible.

 

Implementation and goals

In a first step, relevant fields of action and action strategies with regard to classroom management are selected, which are then outlined in the form of a script using suitable everyday situations from the classroom. After recruiting potential schools, both positive and critical video sequences for the primary and secondary levels will be acted out, filmed and subsequently prepared for use in teaching on the basis of these scripts. For each teaching situation, a script with successful implementation of selected classroom management strategies (positive variant) and with rather critical implementation (negative variant) was written for the purpose of contrast in the context of teacher training.

The realization in the context of drama groups creates the necessary (data protection-) legal framework to use the results in different (possibly also public) contexts at a later time.

On the basis of the material, an innovative concept for the reflection of teaching-learning situations is to be developed with the aim of individual further development of professional leadership actions in teaching situations. The material will then be used and evaluated in educational science seminars at the UDE. Here, different types of video editing (e.g., signaling, segmenting) and video use (e.g., image and sound separately) will be experimentally tested for their effects on classroom leadership knowledge and participant motivation. After successful evaluation, the videos as well as selected project materials will be made available to all teachers at UDE as well as other Universities and educational institutions on a UDE video portal and on this homepage for integration into teacher education to ensure sustainability. The findings obtained so far make it clear that the use of the videos can significantly increase the application-oriented classroom management knowledge and that the staged videos are predominantly assessed by the participants as authentic or realistic.

 

Relevance

The professional knowledge of teachers is considered an essential prerequisite for successful teaching (Lenske, Voss, Kunter, Seiz, Hoehne & Baumert, 2014). As a subset of pedagogical-psychological knowledge, i.e., interdisciplinary knowledge about strategies and means for the genesis and maintenance of conditions conducive to learning (Baumert & Kunter, 2006), knowledge about classroom management represents a central component of teacher professional knowledge (Voss et al., 2014). In a previous project on the genesis and impact of professional knowledge (ProwiN-Professional Knowledge in Science), we could already show that pedagogical-psychological professional knowledge mediated by the quality of classroom management positively influences student performance and their situational interest. Empirical studies also suggest that teachers' pedagogical-psychological professional knowledge mediated by classroom management quality positively influences students' situational interest and achievement (Lenske et al., 2016; Lenske, Wirth & Leutner, 2017).
 Good classroom management is considered a necessary, though not sufficient, condition for successful learning (zsf, Helmke 2017; Hattie, 2009). In addition, a relationship is found between perceptions of one's classroom management skills and job satisfaction and well-being (Dicke et al., 2014). However, to date, student teachers in the field of educational professional knowledge have insufficient competencies in the area of classroom management. In particular, inexperienced teachers feel inadequately prepared in terms of classroom management (Evertson & Weinstein, 2006). With a focus on fostering applied classroom management knowledge, this is precisely where our project comes in.

 

Cooperations

Since the importance of new media and practical relevance in teacher training is growing, the CLIPSS project cooperates with the ZfsLs of the associated training region of the University of Duisburg-Essen. Furthermore, there is a close cooperation with video projects of other university locations (the Westfälische Wilhelms-Universität Münster, the Freie Universität Berlin, the Goethe - Universität Frankfurt am Main, the Ludwig-Maximilians-Universität München, the Technische Universität München and the Universität zu Köln) to create a common metaportal for teacher education.

 

Literature

Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift Für Erziehungswissenschaft, 9, 469–520.
Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M. [M.], Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106, 569.
Evertson, C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), x (pp. 3–15). New York: Routledge.
Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (Reprinted.). London: Routledge.
Lenske, G., & Mayr, J. (2015). Das Linzer Konzept der Klassenführung (LKK). Grundlagen, Prinzipien und Umsetzung in der Lehrerbildung. Jahrbuch Für Allgemeine Didaktik, 1–14.
Lenske, G., Wagner, W., Wirth, J., Thillmann, H., Cauet, E. & Leutner, D. (2016): Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht. Zeitschrift für Erziehungswissenschaft, 19(1), 211-233.
Lenske, G., Wirth, J. & Leutner, D. (2017). Zum Einfluss des pädagogisch-psychologischen Professionswissens auf die Unterrichtsqualität und das situationale Interesse der Schülerinnen und Schüler. Zeitschrift für Bildungsforschung, 7, 229-253.
Voss, T., Kunter, M., Seiz, J., Hoehne, V., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität. Zeitschrift Für Pädagogik, 60, 184–201.