Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts

Everyday teaching requires teachers to deal with a variety of pedagogical issues, such as classroom disruptions. Against the background on-going calls for an evidence-informed practice, should ground their decisions not only on subjective theories or experience-based knowledge but also educational and empirical findings. However, research suggests that pre- in-service rather refer experiential than when addressing practical, issues. One reason infrequent use is acquired has remained inert cannot be applied complex situations in practice. Therefore, implementing learning contrastive (i.e., functional dysfunctional) video examples teacher education seems promising promote pre-service teachers’ acquisition knowledge. The 2×2-intervention study ( N = 220) investigated effects sequence (dysfunctional-functional/functional-dysfunctional) analysis prompts (with/without) outcomes (concept knowledge, application knowledge) processes (written analyses). Results revealed dysfunctional-functional led higher post-test. There was no sequencing effect concept Prompted groups showed Furthermore, both experimental factors affected processes, which resulted outcomes. In conclusion, more effective if are presented instructional guide analysis. results substantiate relevance guidance broaden scope validity from errors.