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In the third year, a coding manual for video-supported lesson analyses and a student achievement test will be developed and evaluated. The video analysis of school lessons, designated to take place in the project's second phase, will be prepared in the final year of the project's first phase; this will be done in reference to the model of professional knowledge, which is expected to have been validated by this stage. In the second phase, surface-level characteristics of videotaped lessons (lesson format, interaction, group work, etc., see Seidel et al., 2006) will be examined by video analysis to be able to select lesson excerpts for the planned high-inferent analyses. This also involves, among other things, components such as lesson management and teacher behavior (Clausen, 2002; Trendel et al., 2007), design of experiments (Tesch, 2005; Walpuski, 2006), the handling of tasks (Jatzwauk, 2007; Lau et al., 2008), content structure of the lesson (Brückmann, 2008), as well as the handling of student perceptions/cognitive activation (Baumert et al., 2006; Lau et al., 2008; Trendel et al., 2007); compare Figure 2. According to the model of professional knowledge, these components will be classified into the categories of content knowledge (CK), pedagogical content knowledge (PCK) and pedagogical knowledge (PK).
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