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|Autoren||Wuttke, Eveline; Seifried, Jürgen|
|Titel||Using video vignettes for the assessment of competences.|
A case study in the field of accounting education.
|Quelle||London: SAGE Research Methods Case (2017), 15 S.
PDF als Volltext
|Beigaben||Literaturangaben, Abbildungen, Tabellen|
|Schlagwörter||Berufsschulunterricht; Lehrer-Schüler-Beziehung; Fehleranalyse; Kompetenz; Interview; Lehrer-Schüler-Beziehung; Lehrerfortbildung; Kompetenzerwerb; Intervention; Fehler; Kompetenzentwicklung; Buchhalter;|
|Abstract||In 2008, the authors decided to investigate error learning processes in German vocational schools. Their focus was on accounting education, because accounting is a central topic in commercial vocational education and it is known to be error prone. They therefore wanted to learn more about how well teachers diagnose student errors and how they react after identifying an error. To answer these questions, our first instinct was to observe classrooms. However they found that you have to observe for many hours to find student errors and teacher reactions. One reason for that is that teachers see themselves as conveyors of knowledge, who reveal factual knowledge step by step and present it in small parts by asking many questions. In this setting, errors other than minor slips and lapses are rare. Severe errors are usually hidden below the surface. Therefore, we changed our approach. The authors decided to interview experienced teachers, who had been teaching for many years and were familiar with typical student errors, to learn more about errors that have the potential to support learning processes. They wrote a script around these errors, filmed typical error situations, showed these video vignettes to (prospective) teachers and asked them how they would deal with such situations. This case study is about the development of video vignettes, and it sheds light on the challenges of developing and using video vignettes to assess aspects of professional competence of teachers. The results show that video vignettes have distinct advantages over other methods of competence measurement (Orig.).|
|Erfasst von||DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main|