Case-based Learning in the First Phase of Teacher Training

Resource Type
Dataset : Survey and aggregate data
  • Schneider, Jürgen (Universität Tübingen)
Publication Date
  • Universität Tübingen (Data Collector)
  • GESIS (Distributor)
  • GESIS (Hosting Institution)
  • ZA:
    • Education, School Systems
    • University, Research, the Sciences
  • CESSDA Topic Classification:
    • Education
  • Abstract

    Case-based learning with videos is believed to enhance reflective and analytical skills in students of teaching. However, empirical evidence on the effects of case-based learning with instructional videos is still lacking and evaluation studies dominate in the area of continuing education. The study examines how video-based didactic arrangements affect the development of observation competence and education-related beliefs in the first phase of teacher education. Therefore video-based learning environments are compared with conventional forms of theoretical training in an experimental intervention design with a total of 300 students from the University of Tübingen. The intervention design is based on theoretical notions of situated and problem-oriented learning. Translated with (free version) Topics: Identification code, Participation in pre and post test, age group, sex, course, treatment (video/text sequence), Subject semester, classroom lessons taught, choice of specific LLU-course (Lehren, Lernen, Unterricht) , preparatory literature read, experience in classroom analysis, value of classroom analysis, perceived knowledge of classroom management, perceived satisfaction with studying, analysis of classroom sequence, Emotions towards case-based learning, willingness to reflect (acting), willingness to reflect (attitude), expectancy value towards LLU-seminar, willingness for effort, constructivist learning beliefs, interest in classroom management, practical relevance of the course, attitude toward cooperative learning, self-perceived knowledge of classroom management, knowledge of classroom management, goal orientation, need for cognition, attendance, acceptance of case-based learning, benefit of case-based learning, perceived gains in knowledge, big five personality test
Temporal Coverage
  • 2013-05-01 / 2013-06-30
Geographic Coverage
  • Baden-Württemberg (DE-BW)
Sampled Universe
Students of teaching (2nd semester) at the University of Tübingen
Time Dimension
  • Longitudinal: Panel
Collection Mode
  • Self-administered questionnaire: Web-based
Data and File Information
  • Number of Variables: 257
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Alternative Identifiers
  • ZA6259 (Type: ZA-No.)
  • 1 (Type: VerbundFDB)

Update Metadata: 2021-04-07 | Issue Number: 14 | Registration Date: 2020-07-07