Measuring Biology Teachers' Professional Vision: Development and Validation of a Video-Based Assessment Tool

Autor/inn/en	Kramer, Maria; Förtsch, Christian; Stürmer, Julia; Förtsch, Sonja; Seidel, Tina; Neuhaus, Birgit J.
Titel	Measuring Biology Teachers' Professional Vision: Development and Validation of a Video-Based Assessment Tool
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1823155 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kramer, Maria) ORCID (Förtsch, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1823155
Schlagwörter	Science Teachers; Secondary School Teachers; Biology; Measures (Individuals); Teacher Evaluation; Teacher Effectiveness; Classroom Observation Techniques; Pedagogical Content Knowledge; Simulation; Vignettes; Test Validity; Test Construction; Attention; Teacher Competencies; Teacher Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Messdaten; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Simulation program; Simulationsprogramm; Testvalidität; Testaufbau; Aufmerksamkeit; Lehrkunst; Lehrerverhalten; Ausland; Deutschland
Abstract	A key challenge for teachers is the evaluation of teaching and learning situations in the classroom. Video-based instruments are considered as effective tools for measuring teachers' skills for evaluating classroom situations. This article reports the development and validation of a video-based assessment tool for measuring biology teachers' professional vision. Analyses of interviews using think-aloud protocols with in-service biology teachers showed that they perceived the staged videos in the video-based assessment tool as authentic. Furthermore, they identified biology-specific dimensions of instructional quality in the videos, and used aspects of professional vision while reasoning about the identified situations. Thus, results indicate the suitability of the video-based assessment tool for capturing professional vision with the potential to be used in further interventions within teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01