Abstract

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher’s actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The pre- and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern ‘classroom management’. By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.

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