Studying double-content examples before video-based analyses hindered student teachers' noticing and reasoning compared to studying without them¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Student teachers studying without double-content examples showed significantly greater increases in noticing + reasoning than those studying with complete or faded double-content examples. → Jasmin Lilian Bauersfeld 2025

Evidence¶

Jasmin Lilian Bauersfeld 2025¶

Jasmin Lilian Bauersfeld, Bernadette Gold. (2025). Complete or faded double-content examples of video-based analyses: How do they impact student teachers' professional vision of classroom management? Instructional Science. https://doi.org/10.1007/s11251-025-09738-3

q3 · i2 · causal · r2

Quasi-experimental pre-post study of N = 410 student teachers in online self-study seminars; one-way ANOVAs on residualized change scores showed a medium effect for noticing + reasoning, η² = .068, F(2,406) = 14.68, p < .001, with the control group outperforming both intervention groups.

"One-way ANOV As showed significant differences between the groups for noticing + reasoning (with a medium effect), concepts of classroom management (with a large effect), and the focus on students (with a small effect)"

Discussion¶

Related Claims¶

• Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions — related
• Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses — related
• Complete and faded double-content examples did not differentially affect student teachers' professional vision — related
• Double-content examples had no significant effect on generating alternatives of action, drawing inferences, or taking multiple perspectives — related
• The focus-on-students effect was not robust: significant in the ANOVA but not in non-parametric tests — related
• Before pedagogical training, prospective university teachers have lower professional vision scores than current faculty teachers — related
• Reasoning scores of both prospective and current faculty teachers increased significantly during the short pedagogical training, but noticing did not improve significantly in either group — related