Study title

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. 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