Complete and faded double-content examples did not differentially affect student teachers' professional vision¶

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

Subclaims¶

q3 i? No significant differences emerged between the complete-example group and the faded-example group on any measure of professional vision. → 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 · i? · causal · r2

In the quasi-experimental pre-post study, Helmert contrasts comparing the complete double-content example group (IG1, n = 200) with the faded group (IG2, n = 136) on residualized change scores showed no significant differences on any dependent variable.

"However, the second set of Helmert contrasts showed no significant differences between IG1 and IG2."

Discussion¶

Related Claims¶

• Studying double-content examples before video-based analyses hindered student teachers' noticing and reasoning compared to studying without them — related
• Double-content examples had no significant effect on generating alternatives of action, drawing inferences, or taking multiple perspectives — related
• Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions — related
• The focus-on-students effect was not robust: significant in the ANOVA but not in non-parametric tests — related
• Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses — related