The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom
Victoria Luise Barth, Valentina Piwowar, Freie Universität Berlin, Germany ; Irina Rosa Kumschick, Technische Universität Berlin, Germany ; Diemut Ophardt, Pädagogische Hochschule Luzern, Switzerland ; Felicitas Thiel, Freie Universität Berlin, Germany
International Journal of Educational Research Volume 95, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
Classroom disruptions are challenging. Problem-based learning (PBL) may help preservice teachers prepare for these situations through self-directed knowledge acquisition or direct instruction. In a first study, we applied a two-group design where students acquired knowledge through either self-directed learning (CG) or direct instruction (EG). Depending on the treatment, we examined differences in knowledge about classroom disruptions and in professional vision (noticing and knowledge-based reasoning). Knowledge was assessed with a multiple-choice test, and professional vision through video case analysis. EG showed higher scores in knowledge than CG and mentioned more knowledge-based reasons. In a second study, pre-post comparison showed increased knowledge and reasoning over time. Noticing did not differ between groups in Study 1 and remained stable in Study 2.
Barth, V.L., Piwowar, V., Kumschick, I.R., Ophardt, D. & Thiel, F. (2019). The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom. International Journal of Educational Research, 95(1), 1-12. Elsevier Ltd.