Promoting teachers´ competence through computer-supported case-based learning: Experimental research on the implementation of pedagogical innovations

这里介绍的项目来自德国研究基金会资助的研究小组*分析和提高有效的学习和教学过程*。总体而言，该项目分析了如何通过基于视频案例的学习来提高（未来）教师诊断学习和教学情况的能力。经过实证检验的“教师视频案例学习”概念是基于直接取自现实生活中的外语课程的真实案例。这些视频案例被整合到计算机支持的学习环境中，并辅以以超链接形式提供的教学支持（例如，（特定学科的）学习和教学模型）以及多种视角（各自视频中显示的个人真实评论）。第一阶段的资助证明，这种教学支持的精确组合最有利于提高能力的子维度，以诊断学习和教学的情况。第二个资助阶段的研究结果表明，视频案例学习的概念仍然有效，即使它从学术研究者的手中交给实践者，在他们自己的日常课程中。与此同时，结果表明，与中等或高度自主相比，如果概念与原始概念紧密相关，即教育自主权较少，能力增长最大（自变量1）。目前，由于实验条件下的现场受损和非平衡抽样，关于视频案例（自变量2：给定与未给定）额外刻意练习对未来教师诊断学习和教学情况能力的影响的调查结果还无法计算。因此，这种3x2设计可能的交互效应也尚未被检测到。预期额外的刻意练习对所述能力的发展和扩展具有积极作用。第三资助阶段的拨款建议作为最后的资助，目的是在现有样本平衡和上述计算可以完成之前填充单元；这同样适用于研究设计中提出的多层次分析的计算。补充已有的样本是可靠地估计相对影响对未来教师能力发展的影响的唯一途径，这种影响随教育自主性的不同以及教师教育者、特定课程实施条件和未来教师的个人特征等不同层次而变化。

The project presented here originates from the Research Group *Analyzing and enhancing effective processes of learning and instruction* funded by the German Research Foundation. In its entirety, the project analyses how (prospective) teachers* competence to diagnose situations of learning and instruction can be enhanced by video case-based learning. The empirically tested concept *video case-based learning for teachers* is based on authentic cases directly taken from real life foreign language courses. The video cases are integrated into a computer supported learning environment and complemented by instructional support in form of hyperlinks to conceptual knowledge (e.g., (subject specific) models of learning and instruction) as well as multiple perspectives (authentic comments by individuals shown in the respective video). The first funding phase proved that this precise combination of instructional support is best for the enhancement of the competence*s sub-dimensions to diagnose situations of learning and instruction. Findings of the second funding phase show that the concept of video case-based learning remains effective even if it is put from the hands of the academic investigator into the hands of the practitioners in the midst of their own workaday courses. At the same time, the results indicate that the competence increases the most if the concept is implemented closely to the original, i.e., implemented with little educational autonomy, in contrast to medium or high autonomy (independent variable 1). At present, findings on the influence of additional deliberate practice with video cases (independent variable 2: given vs. not given) on prospective teachers* competence to diagnose situations of learning and instruction cannot be calculated yet due to field-impaired, non-balanced sampling within the experimental conditions. Thus, possible interaction effects of this 3x2 design are also not yet detected. A positive effect of additional deliberate practice is anticipated on the development and on the extension of the addressed competence. This grant proposal for the third funding phase, as a final funding, aims at filling in the cells until the existing sample is balanced and the calculations mentioned above can be done; the same holds true for the calculation of multi-level analyses that are laid out in the research design. Complementing the already existing sample is the only way to reliably estimate the effects of the relative influences on prospective teachers* competence development, which vary with the educational autonomy given, as well as with various levels such as the teacher educators, the course-specific implementation conditions, and individual characteristics of the prospective teachers.