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

这里介绍的项目源于德国研究基金会资助的研究小组 * 分析和加强有效的学习和教学过程 *。在其整体上，该项目分析了如何（准）教师 * 能力诊断的学习和教学情况下，可以通过视频案例为基础的学习增强。经过实证检验的概念 * 视频案例教学的教师 * 是基于真实的情况下，直接从真实的生活外语课程。视频案例被整合到计算机支持的学习环境中，并以概念知识的超链接形式提供指导支持（例如，（特定于学科的）学习和教学模型）以及多个视角（在相应视频中显示的个人的真实评论）。第一个资助阶段证明，这种教学支持的精确组合是最好的能力的子维度，以诊断学习和教学的情况。第二个资助阶段的结果表明，视频案例学习的概念仍然有效，即使它是从学术研究者的手放在从业人员在自己的工作坊课程中的手中。同时，研究结果表明，如果概念的实施与原始概念密切相关，即，与中等或高度自主性（自变量1）相比，教育自主性很小。目前，研究结果的影响，额外的刻意练习与视频的情况下（自变量2：给定与不给定）对未来的教师 * 能力，以诊断学习和教学的情况下，还不能计算，由于现场受损，不平衡的抽样实验条件。因此，这种3x 2设计的可能相互作用效应也尚未检测到。预期额外的刻意练习会对所述能力的发展和扩展产生积极影响。作为最后一笔资金，第三资助阶段的赠款提案旨在填补这些单元格，直到现有样本达到平衡，并可以进行上述计算;研究设计中规定的多层次分析的计算也是如此。补充现有的样本是唯一可靠地估计未来教师能力发展的相对影响的效果的方法，这些影响随着教育自主权的赋予而变化，以及不同的水平，如教师教育者，特定课程的实施条件和未来教师的个人特征。

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.