Promoting preservice teachers' multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis.
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| Title: | Promoting preservice teachers' multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis. |
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| Authors: | Janeczko, Jennifer Maria (AUTHOR), Lehmkuhl, Alena (AUTHOR), Junker, Robin (AUTHOR), Zucker, Verena (AUTHOR), Meschede, Nicola (AUTHOR), Holodynski, Manfred (AUTHOR) |
| Source: | Educational Technology Research & Development. Feb2026, Vol. 74 Issue 1, p323-348. 26p. |
| Subjects: | Teacher education, Prompts (Psychology), Educational films, Student teachers, Classroom management, Effective teaching, Virtual classrooms |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 192809714 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting preservice teachers' multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Janeczko%2C+Jennifer+Maria%22">Janeczko, Jennifer Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lehmkuhl%2C+Alena%22">Lehmkuhl, Alena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Junker%2C+Robin%22">Junker, Robin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zucker%2C+Verena%22">Zucker, Verena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meschede%2C+Nicola%22">Meschede, Nicola</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Holodynski%2C+Manfred%22">Holodynski, Manfred</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Feb2026, Vol. 74 Issue 1, p323-348. 26p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Prompts+%28Psychology%29%22">Prompts (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11423-025-10546-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 323 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Prompts (Psychology) Type: general – SubjectFull: Educational films Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Virtual classrooms Type: general Titles: – TitleFull: Promoting preservice teachers' multiperspective professional vision in virtual learning environments – On the effects of modeling videos and prompts during video-based lesson analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Janeczko, Jennifer Maria – PersonEntity: Name: NameFull: Lehmkuhl, Alena – PersonEntity: Name: NameFull: Junker, Robin – PersonEntity: Name: NameFull: Zucker, Verena – PersonEntity: Name: NameFull: Meschede, Nicola – PersonEntity: Name: NameFull: Holodynski, Manfred IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10421629 Numbering: – Type: volume Value: 74 – Type: issue Value: 1 Titles: – TitleFull: Educational Technology Research & Development Type: main |
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