Skip to main content

Advertisement

SpringerLink
Log in

Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Ayres, R., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135–146). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.

    Google Scholar 

  • Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433–456). New York: Macmillan.

    Google Scholar 

  • Berliner, D. C. (1991). Perceptions of student behavior as a function of expertise. Journal of Classroom Interaction, 26(1), 1–8.

    Google Scholar 

  • Berliner, D. C. (1994). Teacher expertise. In T. Husen & T. N. Postlethwait (Eds.), The international encyclopedia of education (pp. 6020–6026). London: Pergamon Press.

    Google Scholar 

  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. doi:10.1016/S0883-0355(02)00004-6.

    Article  Google Scholar 

  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 1–49. doi:10.3102/0013189X033008003.

    Article  Google Scholar 

  • Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.

    Article  Google Scholar 

  • Boshuizen, H. P. A., Bromme, R., & Gruber, H. (Eds.). (2004). Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer Academic Press.

    Google Scholar 

  • Bromme, R. (1987). Teachers’ assessments of students’ difficulties and progress in understanding in the classroom. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 125–146). Salisbury: Cassell Education.

    Google Scholar 

  • Brophy, J. (Ed.). (2004). Using video in teacher education. Oxford: Elsevier.

    Google Scholar 

  • Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. C. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25–31. doi:10.1177/002248718803900306.

    Article  Google Scholar 

  • Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62(2), 233–246. doi:10.1111/j.2044-8279.1992.tb01017.x.

    Article  Google Scholar 

  • Chi, M. T. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271–315. doi:10.1207/s15327809jls0603_1.

    Article  Google Scholar 

  • Choi, H. (2007). College students’ perceptions of learning and knowledge transfer in problem-based video instruction: A case study. Journal of Learning Design, 2(2), 105–115. doi:10.5204/jld.v2i2.44.

    Article  Google Scholar 

  • Choi, H., & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education, 62(5), 551–561. doi:10.1007/s10734-010-9403-x.

    Article  Google Scholar 

  • Cicchetti, D. V., & Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: Applications to assessment of adaptive behaviour. American Journal of Mental Deficiency, 86(2), 127–137.

    Google Scholar 

  • Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. doi:10.1177/0022487100051003002.

    Article  Google Scholar 

  • De Jong, T., & Ferguson-Hessler, M. G. (1996). Types and qualities of knowledge. Educational Psychologist, 31(2), 105–113. doi:10.1207/s15326985ep3102_2.

    Article  Google Scholar 

  • De Wever, B., Schellens, T., Valcke, M., & van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6–28. doi:10.1016/j.compedu.2005.04.005.

    Article  Google Scholar 

  • Derry, S. J., Hmelo-Silver, C. E., Nagarajan, A., Chernobilsky, E., & Beitzel, B. D. (2006). Cognitive transfer revisited: Can we exploit new media to solve old problems on a large scale? Journal of Educational Computing Research, 35(2), 145–162. doi:10.2190/0576-R724-T149-5432.

    Article  Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61–91). Heerlen, Netherlands: Open University.

  • Elen, J., & Lowyck, J. (1999). Metacognitive instructional knowledge: Cognitive mediation and instructional design. Journal of Structural Learning & Intelligent Systems, 13, 145–169.

    Google Scholar 

  • Elen, J., Lowyck, J., & Bamps, H. (1998). The relation between students’ perceptions of problem-based learning and learning style components. In J. J. G. van Merriënboer & G. Moerkerke (Eds.), Instructional design for problem-based learning: Proceedings of the third workshop of the EARLI SIG instructional design (pp. 281–290). Maastricht: University of Maastricht.

    Google Scholar 

  • Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22, 201–204. doi:10.1007/BF00132287.

    Article  Google Scholar 

  • Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. Leiden: Cambridge University Press.

    Book  Google Scholar 

  • Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Learning, 27(4), 403–434. doi:10.2307/749875.

    Google Scholar 

  • Fitzgerald, G., Koury, K., Mitchem, K., Hollingshead, C., Miller, K., Park, M. K., et al. (2009). Implementing case-based instruction in higher education through technology: What works best? Journal of Technology and Teacher Education, 17(1), 31–63.

    Google Scholar 

  • Goldman, R., Pea, R. D., Barron, B., & Derry, S. (Eds.). (2007). Video research in the learning sciences. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus teachers’ noticing: Affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169–187). New York: Routledge.

    Google Scholar 

  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Hansen, A. J. (1987). Reflections of a casewriter: Writing teaching cases. In C. R. Christensen & A. J. Hansen (Eds.), Teaching and the case method (pp. 264–270). Boston: Harvard Business School Press.

    Google Scholar 

  • Harrington, H. L. (1995). Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers. Teaching and Teacher Education, 11(3), 203–214. doi:10.1016/0742-051X(94)00027-4.

    Article  Google Scholar 

  • Hattie, J. A. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

    Google Scholar 

  • Hodges, S. D., Clark, B. A. M., & Myers, M. W. (2011). Better living through perspective taking. In R. Biswas-Diener (Ed.), Positive psychology as social change (pp. 193–218). New York: Springer Science + Business Media.

    Chapter  Google Scholar 

  • Hogan, T. M., Rabinowitz, M., & Craven, J. A. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235–247. doi:10.1207/S15326985EP3804_3.

    Article  Google Scholar 

  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.

    Google Scholar 

  • Jacobs, V. R., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York: Routledge.

    Google Scholar 

  • Jacobson, M. J., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. The Journal of the Learning Sciences, 9(2), 149–199. doi:10.1207/s15327809jls0902_2.

    Article  Google Scholar 

  • Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. doi:10.1007/s10648-010-9150-7.

    Article  Google Scholar 

  • King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, H. Mandl, J. M. Haake, & I. Kollar (Eds.), Scripting computer supported communication of knowledge: Cognitive, computational and educational perspectives (pp. 13–37). New York: Springer.

    Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1.

    Article  Google Scholar 

  • Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75, 645–660. doi:10.1348/000709905X43616.

    Article  Google Scholar 

  • Könings, K. D., van Zundert, M. J., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Its desirability and feasibility according to teachers and students. Educational Studies, 33, 445–465. doi:10.1080/03055690701423648.

    Article  Google Scholar 

  • Koury, K., Hollingsead, C., Fitzgerald, G., Miller, K., Mitchem, K., Tsai, H., et al. (2009). Case-based instruction in different delivery contexts: the impact of time in cases. Journal of Interactive Learning Research, 20(4), 445–467.

    Google Scholar 

  • Kuckartz, U. (2007). MaxQDA. Berlin: VERBI GmbH.

    Google Scholar 

  • LeFevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Using video in teacher education (pp. 235–258). Oxford: Elsevier.

    Google Scholar 

  • Lin, T., & Anderson, R. (2008). Reflections on collaborative discourse, argumentation, and learning. Contemporary Educational Psychology, 33(3), 443–448. doi:10.1016/j.cedpsych.2008.06.002.

    Article  Google Scholar 

  • Lundeberg, M. A., & Scheurman, G. (1997). Looking twice means seeing more: Developing pedagogical knowledge through case analysis. Teaching and Teacher Education, 13(8), 783–797. doi:10.1016/S0742-051X(97)00020-6.

    Article  Google Scholar 

  • Menna, R., & Cohen, N. J. (1997). Social perspective taking. In M. McCallum & W. E. Piper (Eds.), Psychological mindedness: A concept in search of meaning (pp. 189–220). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Merseth, K. K. (1996). Cases and case methods in teacher education. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 722–744). New York: Macmillan.

    Google Scholar 

  • Miller, K. K. (2001). Teacher perspective-taking: Developmental and individual differences. Educational Research Quarterly, 25(2), 22–33.

    Google Scholar 

  • Minnameier, G. (2009). Kognitive Voraussetzungen der Entwicklung von pädagogischer Professionalität [Cognitive preconditions for the development of pedagogical professionalism]. In O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus, & R. Mulder (Eds.), Lehrerprofessionalität. Bedingungen, Genese, Wirkungen und ihre Messung (pp. 333–344). Weinheim: Beltz.

  • Moreno, R., & Valdez, A. (2007). Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format. Journal of Educational Psychology, 99(1), 194–206. doi:10.1037/0022-0663.99.1.194.

    Article  Google Scholar 

  • Nemirovsky, R., & Galvis, A. (2004). Facilitating grounded online interactions in video case-based teacher professional development. Journal of Science Education and Technology, 33(1), 67–97. doi:10.1023/B:JOST.0000019639.06127.67.

    Article  Google Scholar 

  • Nussbaum, E. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33(3), 345–359. doi:10.1016/j.cedpsych.2008.06.001.

    Article  Google Scholar 

  • OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. Paris: OECD.

    Book  Google Scholar 

  • Olleck, R. (2010). Mediengestützte Fallarbeit in computerunterstützten Lernumgebungen: Technische Anforderungen und Funktionalitäten für Einzelarbeit, Gruppenarbeit und Blended-Learning-Szenarien [Computer-supported video case-based learning environments: Technical requirements and functionalities for individual work, group work, and blended learning scenarios]. In J. Schrader, R. Hohmann, & S. Hartz (Eds.), Mediengestützte Fallarbeit—Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern (pp. 191–207). Bielefeld: Bertelsmann.

    Google Scholar 

  • Oser, F. K., & Baeriswyl, F. (2000). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1031–1065). New York: Macmillan.

    Google Scholar 

  • Piaget, J. (1932). The moral judgement of the child. New York: Routledge & Kegan Paul.

    Google Scholar 

  • Rimmele, R. (2004). Videograph. Kiel: IPN.

    Google Scholar 

  • Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230–253.

    Google Scholar 

  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347–360. doi:10.1177/0022487108322128.

    Article  Google Scholar 

  • Rosier, R. H. (1995). The competency model handbook (Vol. 2). Boston: Linkage.

    Google Scholar 

  • Roters, B., Nold, G., Haudeck, H., Keßler, J.-U., & Stancel-Piatak, A. (2011). Professionelles Wissen von Studierenden des Lehramts Englisch [Professional knowledge of pre-service English teachers]. In S. Blömeke, A. Bremerich-Vos, H. Haudeck, G. Kaiser, G. Nold, K. Schwippert, & H. Willenberg (Eds.), Kompetenzen von Lehramtsstudierenden in gering strukturierten Domänen—Erste Ergebnisse aus TEDS-LT (pp. 77–99). Münster: Waxmann.

    Google Scholar 

  • Rothe, H. J., & Schindler, M. (1996). Expertise und Wissen [Expertise and knowledge]. In H. Gruber & A. Ziegler (Eds.), Expertiseforschung: Theoretische und methodische Grundlagen (pp. 35–57). Opladen: Westdeutscher Verlag.

    Chapter  Google Scholar 

  • Santagata, R., Zannoni, C., & Stigler, W. J. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. doi:10.1007/s10857-007-9029-9.

    Article  Google Scholar 

  • Schoenfeld, A. H. (2011). Noticing matters—A lot: Now what? In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 223–238). New York: Routledge.

    Google Scholar 

  • Schrader, J., Hohmann, R., & Hartz, S. (Eds.). (2010). Mediengestützte Fallarbeit—Konzepte, Erfahrungen und Befunde zur Kompetenzentwicklung von Erwachsenenbildnern [Video case-based learning—Concepts, experiences, and findings regarding adult educators’ competence development]. Bielefeld: Bertelsmann.

    Google Scholar 

  • Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.

    Google Scholar 

  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Google Scholar 

  • Shulman, J. H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.

    Google Scholar 

  • Spiro, R. J., & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163–204). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Steins, G., & Wicklund, R. A. (1993). Zum Konzept der Perspektivenübernahme: Ein kritischer Überblick [The concept of perspective-taking: A critical overview]. Psychologische Rundschau, 44(2), 226–239.

    Google Scholar 

  • Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46(1), 29–48. doi:10.1016/j.compedu.2005.04.002.

    Article  Google Scholar 

  • Tietgens, H. (1988). Professionalität für die Erwachsenenbildung [Professionalism for adult education]. In W. Gieseke (Ed.), Professionalität und Professionalisierung (pp. 28–75). Bad Heilbrunn: Klinkhardt.

    Google Scholar 

  • van den Berg, E. (2001). An exploration of the use of multimedia cases as a reflective tool in teacher education. Research in Science Education, 31(2), 245–265. doi:10.1023/A:1013193111324.

    Article  Google Scholar 

  • van Es, E. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing. Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.

  • van Zundert, M. J., Sluijsmans, D. M. A., Könings, K. D., & van Merriënboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32, 127–145. doi:10.1080/01443410.2011.626122.

    Article  Google Scholar 

  • Webb, N. M., Trooper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406–423. doi:10.1037/0022-0663.87.3.406.

    Article  Google Scholar 

  • Weinberger, A., & Seyfried, C. (2009). RIFE: Reflection Instrument for Education. Salzburger Beiträge zur Erziehungswissenschaft, 13, 83–94.

    Google Scholar 

  • Willis, J., & Wright, K. E. (2000). A general set of procedures for constructivist instructional design: The new R2D2 model. Educational Technology, 40(2), 5–20.

    Google Scholar 

  • Wolfe, J. (2008). Annotations and the collaborative digital library: Effects of an aligned interface on student argumentation and reading strategies. International Journal of Computer-Supported Collaborative Learning, 3(2), 141–164. doi:10.1007/s11412-008-9040-x.

    Article  Google Scholar 

  • Zottmann, J. M., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2012). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment: A matter of perspective? Interactive Learning Environments, 20(6), 513–532. doi:10.1080/10494820.2010.539885.

    Article  Google Scholar 

Download references

Acknowledgments

This research has been funded by the German Research Foundation [Deutsche Forschungsgemeinschaft (DFG)].

Author information

Authors and Affiliations

  1. German Institute for Adult Education—Leibniz Center for Lifelong Learning, Heinemannstrasse 12-14, 53175, Bonn, Germany

    Annika Goeze & Josef Schrader

  2. Department of Psychology, LMU Munich, Leopoldstrasse 13, 80802, Munich, Germany

    Jan M. Zottmann, Freydis Vogel & Frank Fischer

  3. Institute of Educational Science, University of Tuebingen, Muenzgasse 11, 72070, Tuebingen, Germany

    Josef Schrader

Authors
  1. Annika Goeze
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jan M. Zottmann
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Freydis Vogel
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Frank Fischer
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Josef Schrader
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Annika Goeze.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Goeze, A., Zottmann, J.M., Vogel, F. et al. Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instr Sci 42, 91–114 (2014). https://doi.org/10.1007/s11251-013-9304-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-013-9304-3

Keywords

Search

Navigation