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In this study we examine to which extent lesson videos, compared with lesson transcripts, are more effective for the student teachers’ acquisition of situation-specific skills in classroom management and general pedagogical knowledge. A specific training was developed and provided to one video- and one transcriptbased experimental group (each consisting of two seminars). The control group consisted of three seminars of the same Bachelor module. In these seven seminars (222 teacher students) pre- and post-measures were applied using a video-based test for classroom management expertise and a broader paper-pencil test on general pedagogical knowledge. The students of the experimental groups were also surveyed for their motivation and experienced cognitive activation. Students of the video- and transcript-based seminars show statistically significant increases with practical significance in both tests (in contrast to the control group). The learning gain did not differ between the two experimental groups. However, student in the video-based seminars considered the learning medium as being more cognitively activating when compared with the students in the transcript-based seminars.


Institute for Learning Sciences and Teacher Education

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Journal Article

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