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和教育学知识（PPK）以及教育学内容知识（PCK）。然而，从教学多媒体设计的角度来看，这些视频往往是在一个次优的方式使用。我们调查在何种程度上收购的PPK和PCK（在这里：关于有效的辅导生物学）可以促进如果使用的视频是由教学多媒体设计的原则。我们进行了三对实验，以探讨以下教学多媒体设计原则的效果：（a）分割视频，（B）标记重要信息（信号），和（c）重点转移训练（即，指导实习教师在随后的视频观看期间关注不同的方面）。每对实验中的一个实验专注于PPK的获取，另一个实验专注于PCK。（3x2=）6实验是基于第一项研究，确定学生教师的知识的主要缺陷，使这些缺陷可以在实验中解决的多媒体设计原则的影响。最后的实验测试在多大程度上强调移位训练程序也可以用来促进从单个视频中获得PPK和PCK。预期的研究结果可以大大有助于优化广泛使用的基于视频的教师教育。

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.