Teachers' professional knowledge acquisition on the basis of videos of teachers own or others' classroom

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The previous study investigated effects and the use of cognitively activating elements in teaching sessions. The findings of this study can now be used in the succession research project in terms of advanced teacher training.The previous study provided empirical evidence for the positive impact of individual cognitively activating elements on student achievements. Nevertheless the video-data revealed that cognitive activation to date has rarely been realized – even if teachers considered it to be important for enhancing the students’ mathematical performance.Given the findings of the COACTIV study cognitive activation requires broad and deep instructional knowledge. As teachers certified for the non-academic track showed less profound instructional quality than those of the academic track-Gymnasium there is a need for advanced teacher training in this field in order to initiate cognitively challenging learning processes.For this reason the project intends to do purposeful training with respect to cognitive activation particularly aiming for middle school teachers of the non-academic track. With the help of controlled video sequences as a training vehicle and through systematic intervention teachers should be enabled to assess and enhance their professional knowledge. The main focus of the project is to examine the conditions and effectiveness of video-based teacher training in terms of the acquisition of cognitive activating instruction.