Project C06

Project C06

Promoting motivation- and emotion-related diagnostic skills in pre-service teachers: Effects of personalised feedback and scaffolding in video-based simulations

Summary

Project C06 investigates how personalised video-based simulations can support the development of pre-service teachers’ professional vision. The project focuses on classroom situations that are motivationally and emotionally relevant for students and teachers. Participants analyse instructional videos and create reflective video annotations. Personalisation is implemented through adaptive feedback and meso-adaptive scaffolding. The project examines how these forms of support influence professional vision, diagnostic skills, and learning-process variables, while also considering individual learner prerequisites.

Participants

Principal Investigators

Research associates

Collaboration partners

Goal

Project C06 investigates how personalised support in video-based simulations can foster pre-service teachers’ professional vision. The project focuses on classroom situations that are motivationally and emotionally relevant for students and teachers. It examines how adaptive feedback and meso-adaptive scaffolding support diagnostic skills, reflective processes, and professional vision.

Research Questions

  • How does personalised feedback impact pre-service teachers’ professional vision?

  • How does meso-adaptive scaffolding impact diagnostic skills and reflective processes?

  • How do professional vision processes differ with regard to students’ and teachers’ motivation and emotions?

  • What role do prior knowledge, interest, and emotional competencies play in video-based simulations?

  • How are subjective experiences and psycho-physiological arousal related to professional vision?

  • How can a large language model be used to automatically classify professional vision processes?

  • Which forms of personalised support are particularly effective in fostering professional vision?

Methodology

The project uses video-based simulations in teacher education in which participants notice and  reflect on classroom situations that are motivationally and emotionally relevant. Learners create written video annotations and receive personalised support through adaptive feedback and meso-adaptive scaffolding. Methodologically, the project combines experimental designs, pre-, process-, and post-measurements. Data include indicators of professional vision, learner prerequisites, and subjective and psycho-physiological process variables. In addition, large language models are used to support the automated analysis of open-ended responses.

Role Within the Collaborative Research Center

  • Joint data collection with Project M

  • Collaboration with Tina Seidel on the conceptualisation and measurement of professional vision

  • Collaboration with Birgit Neuhaus on the development of video-based approximations of classroom practice

  • Use and further development of materials from the “Teacher Training Toolbox”

  • Development of simulation-based learning environments to foster professional vision

  • Use of large language models for the automated analysis of open-ended responses

  • Investigation of personalised feedback and meso-adaptive scaffolding in simulations

  • Collaborations on the generalisability of personalisation principles across content domains

Publications

2024

2023

2022

2021

2020

2014