Stability of teaching patterns in physics instruction: Findings from a video study

Tina Seidel; Manfred Prenzel

Learning and Instruction Vol. 16, No. 3 (June 2006) pp. 228–240

The study investigated variant and invariant physics teaching patterns across time and topics. It is assumed that the analysis perspective is decisive for identifying variant and invariant teaching patterns. Therefore, we focused on three...

Language: English

Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

Tina Seidel; Kathleen Stürmer

American Educational Research Journal Vol. 51, No. 4 (August 2014) pp. 739–771

Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of ...

How student characteristics affect girls' and boys' verbal engagement in physics instruction

Verena Jurik; Alexander Gröschner; Tina Seidel

Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 33–42

This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included (

Language: English

Pedagogical Content Knowledge as Reflected in Teacher-Student Interactions: Analysis of Two Video Cases

Alicia C. Alonzo; Mareike Kobarg; Tina Seidel

Journal of Research in Science Teaching Vol. 49, No. 10 (December 2012) pp. 1211–1239

Despite the theorized centrality of pedagogical content knowledge (PCK) for teaching, we have little evidence of the relationship between PCK and students' learning and know relatively little about how to help teachers to develop PCK. This study is...

Intra-Individual Differences in Developing Professional Vision: Preservice Teachers' Changes in the Course of an Innovative Teacher Education Program

Kathleen Stürmer; Tina Seidel; Doris Holzberger

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 3 (2016) pp. 293–309

The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe,...

Clarity and coherence of lesson goals as a scaffold for student learning

Tina Seidel; Rolf Rimmele; Manfred Prenzel

Learning and Instruction Vol. 15, No. 6 (December 2005) pp. 539–556

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. ...

Language: English

Instructional strategies for using video in teacher education

Tina Seidel; Geraldine Blomberg; Alexander Renkl

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 34, No. 1 (August 2013) pp. 56–65

Using video in teacher education can increase pre-service teachers' ability to apply knowledge. However, video is not effective in itself. To be useful, it must be embedded in appropriate instructional contexts. We investigated the differential...

Language: English

How teacher professional development regarding classroom dialogue affects students' higher-order learning

Ann-Kathrin Pehmer; Alexander Gröschner; Tina Seidel

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 47, No. 1 (April 2015) pp. 108–119

The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes and cognitive elaboration strategies. The...

Language: English

How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video

Geraldine Blomberg; Kathleen Sturmer; Tina Seidel

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 7 (October 2011) pp. 1131–1140

As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study...

Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?

Maralena Pielmeier; Sina Huber; Tina Seidel

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 255–266

To support individual learning, teachers have to accurately judge student characteristics such as pre-achievement and self-concept of ability as pre-requisites for learning (Corno, 2008). This study investigated whether teacher judgment accuracy in...

Language: English

Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Katharina Kiemer; Alexander Gröschner; Ann-Kathrin Pehmer; Tina Seidel

Learning and Instruction Vol. 35, No. 1 (February 2015) pp. 94–103

Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study investigated whether a video-based teacher professional...

Language: English

Through the Lens of Teacher Professional Development Components: The "Dialogic Video Cycle" as an Innovative Program to Foster Classroom Dialogue

Alexander Gröschner; Tina Seidel; Katharina Kiemer; Ann-Kathrin Pehmer

Professional Development in Education Vol. 41, No. 4 (2015) pp. 729–756

For developing professional development (PD) programs, research suggests referring to effective components. In developing a PD program on classroom dialogue, we explored to what extent effective components could be addressed. We conducted a study...

Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?

Tina Seidel; Kathleen Stürmer; Geraldine Blomberg; Mareike Kobarg; Katharina Schwindt

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 259–267

This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N=67)....

Language: English

How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy

Alexander Gröschner; Ann-Kathrin Schindler; Doris Holzberger; Martina Alles; Tina Seidel

International Journal of Educational Research Vol. 90, No. 1 (2018) pp. 223–233

Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change...

Language: English

Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies to Promote Reflection

Geraldine Blomberg; Miriam Gamoran Sherin; Alexander Renkl; Inga Glogger; Tina Seidel

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 443–463

There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an...

Differences between Students' and Teachers' Perceptions of Education: Profiles to Describe Congruence and Friction

Karen D. Könings; Tina Seidel; Saskia Brand-Gruwel; Jeroen J. G. Merriënboer

Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 1 (January 2014) pp. 11–30

Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching-learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students'...