Förderung der professionellen Wahrnehmung und Selbstwirksamkeitsüberzeugungen über Klassenführung mithilfe eines digitalen, videobasierten Mastery-Learning-Moduls

Professional vision is an essential prerequisite for successful teaching. Video-based face-to-face courses have proven their worth in training the professional vision of teaching quality features such as classroom management in teacher education. However, individually adaptable mastery learning offers enable a more effective consideration of different learning requirements and the provision of specific feedback. Therefore, a digital, video-based and individually adaptable learning module for promoting the professional vision and self-efficacy beliefs about classroom management was developed (mastery learning offer) and compared to a digital, video-based seminar concept that was traditionally conducted by lecturers at fixed times in a group context (unified learning offer). 121 student teachers participated in the quasi-experimental pre–post–follow-up study and analyzed classroom management-related events with the mastery learning offer (n = 49), with the unified learning offer (n = 39) or were part of an untreated control group (n = 33). Analyses of longitudinal growth curve models showed that, compared to the control group, both video-based formats contributed to significantly higher latent increases in professional vision of classroom management, with the mastery learning group performing best. With regard to classroom management-related self-efficacy beliefs, there were increases in the intervention groups, but these did not differ significantly from the control group. The article provides important starting points for examining video-based teaching formats that address student’s heterogeneity and the digitization as challenges for teacher education.