Problem/Objective of the Special Interest Group (SIG)
A look at the currently funded projects in the context of the “Quality Campaign Teacher Education” (Ramboll, 2018; BMBF, 2021) gives an idea of the importance attached to the use of instructional videos in the context of university education. This is also related to the fact that the new technical possibilities make it easier (and also cheaper) (Petko & Reusser, 2004) to use instructional excerpts in the form of videos or films more in teacher education (Moreno & Valdez, 2007; Sherin, 2007; Krammer, 2014). The thematic foci published on this topic in “Contributions to Teacher Education” (Issue 2, 2014) as well as in “Teaching Science” (Issue 4, 2016), and the abundance of (new) video portals at different university locations, have also underlined this importance for several years.
In many places, instructional videos are considered as the central “indexing medium” (Dorlöchter et al., 2013, 6) to exemplify lessons in teacher education and training. They also serve as a medium for case-based work in the sense of competence acquisition, or as a means of shaping reflective skills (cf. on different goals of video use: the review by Gaudin & Chaliès, 2015). In all three “functions” mentioned, it becomes clear that they are based on different understandings of professions and of the professionalization of video-based casuistry in teacher education. The work in the Special Interest Group will also take these different approaches into account.
Parallel to the increase in the use of instructional videos, research activities in this field have also increased, primarily on different forms of use and design, as well as on the effect and yield of video-based casuistry (see, in summary: Syring, 2021). One question in the context of video-based casuistry that has been largely neglected so far is the multi-perspective use in different subjects and disciplines, i.e., the joint or separate work on the same subject and medium. In the academic literature, first attempts can be found (see also the TüSE volume “Class 6b”, edited by Syring, Beck, Bohl & Tesch, in print). The SIG would like to address this question and facilitate an exchange between all representatives of teacher education in Tübingen. The overarching goal is to establish a reflective network of educational science, subject didactics and subject-specific research via instructional videos in teacher education in a double sense (for students on the one hand and the university on the other), and to develop, try out and research the necessary concepts and support possibilities. This should contribute to the national and international discourse on the use of instructional videos in teacher education.
