Student Teachers' Acquisition of Knowledge about Tutoring from Studying Video Examples: The Effects of Instructional Multimedia Design

在教师教育中，视频被广泛用于增强心理学和教育学知识(PPK)以及教育学教学知识(PCK)。然而，从教学多媒体设计的角度来看，这些视频经常以一种次优的方式使用。我们调查，如果视频的使用受到教学多媒体设计原则的启发，在多大程度上可以促进PPK和PCK的获得(这里是关于生物的有效辅导)。我们根据教学多媒体设计的原则进行了三组实验：(A)分割视频，(B)标记重要信息(信号)，(C)重点转移训练(即指导实习教师在随后的视频观看中专注于不同的方面)。每对实验中的一个实验集中在PPK的习得上，另一个实验集中在PCK上。(3x2=)6个实验基于第一项研究，该研究确定了实习教师知识的主要缺陷，以便在关于多媒体设计原理的影响的实验中解决这些缺陷。最后的实验测试了重点转移训练程序在多大程度上也可以促进从单一视频中获得PPK和PCK。预期的结果可以大大有助于优化基于视频的教师教育的广泛使用。

In teacher education, videos are widely used to enhance psychological and pedagogical knowledge (PPK) as well as pedagogical content knowledge (PCK). However, these videos are often used in a suboptimal way from the perspective of instructional multimedia design. We investigate to what extent the acquisition of PPK and PCK (here: about effective tutoring in biology) can be fostered if the use of videos is informed by principles of instructional multimedia design. We conduct three pairs of experiment on the effects the following of principles of instructional multimedia design: (a) segmenting the videos, (b) marking important information (signaling), and (c) emphasis-shift training (i.e., instructing the student teachers to focus on different aspects during subsequent video viewings). One experiment of each pair focusses on the acquisition of PPK and the other experiment focusses on PCK. The (3x2=) 6 experiments are based on a first study that determines the major deficits of student teachers' knowledge so that these deficits can be addressed in the experiments on the effects of multimedia-design principles. A final experiment tests to what extent emphasis-shift training procedure can also be used to foster the acquisition of both PPK and PCK from single videos. The expected findings can substantially contribute to optimizing the wide-spread use of video-based teacher education.