Skill-Based P.E. Teacher Education by Reflective Practice in Blended Learning Scenarios

Introduction: Development, implementation and reflection of blended learning scenarios, linking theoretical and practical training of teaching skills, have become established in both research and education (Mehl, 2011). For the purpose of a reflective teacher training, in order to face diverse and inclusive school settings, several research groups (Lipowsky, 2004; Stein, 2005) have surveyed didactically suitable blended learning scenarios. Results are evident for the different phases of teacher training, including university, pre-service and in-service (Mehl, 2011; Kleinknecht & Poschinski, 2014; Schlöffel, 2015).

Method: Imbedded in a design-based research, a blended learning scenario was developed in which students were enabled to video-record each other’s teaching and interacting during school lessons, and finally to cooperatively reflect on those. The evaluation was realized with guided group interviews. Statements of seven groups were analyzed.

Results and Discussion: Based on interferences when students were reflecting their own and fellow students’ teaching, some clear effects can be outlined. By dealing with their own and their fellow students’ video material, students gained new knowledge and competences. Additionally, self-regulated and cooperative processes were fostered. The results are being used to support further interventions, e.g., in in-service teacher training (Borchert & Krapf; 2015).