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<p>Using videos of one’s own teaching offers potential for the professionalization of student teachers during their practical semester. However, the use of such videos is also associated with personal and organizational challenges. It can be assumed that people’s willingness to record themselves teaching and use this video for reflection is influenced by various factors, both for and against. While some studies have already investigated predictors of willingness, there is a&#xa0;lack of studies on predictors of use. In the present study, the dispositional factors influencing participants’ willingness to record and use videos of themselves teaching were systematically investigated for 253 student teachers in their practical semester at the University of Münster. The participants were asked about the opportunities and challenges associated with using videos of their own teaching before their practical semester began, and about reasons for and against the use after their practical semester concluded. The results show that positive attitudes towards videos of one’s own teaching and fears of failure were found to be significantly related to willingness to use videos of themselves. Furthermore, the use of videos of themselves is positively influenced by the willingness, whereas prior experiences and time constraints represent inhibiting factors. This study shows the importance of student teachers’ dispositional factors and the influence of situational and institutional factors, when deciding against using videos of themselves teaching. Thus, this study provides important information for implementing videos of student teachers in their practical semester and approaches to future research.</p>

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Zur Bereitschaft und Nutzung eigener Unterrichtsvideografien im Praxissemester – Eine empirische Untersuchung von förderlichen und hemmenden Bedingungen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月18日

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  • Verena Zucker,
  • Nicola Meschede

摘要

Using videos of one’s own teaching offers potential for the professionalization of student teachers during their practical semester. However, the use of such videos is also associated with personal and organizational challenges. It can be assumed that people’s willingness to record themselves teaching and use this video for reflection is influenced by various factors, both for and against. While some studies have already investigated predictors of willingness, there is a lack of studies on predictors of use. In the present study, the dispositional factors influencing participants’ willingness to record and use videos of themselves teaching were systematically investigated for 253 student teachers in their practical semester at the University of Münster. The participants were asked about the opportunities and challenges associated with using videos of their own teaching before their practical semester began, and about reasons for and against the use after their practical semester concluded. The results show that positive attitudes towards videos of one’s own teaching and fears of failure were found to be significantly related to willingness to use videos of themselves. Furthermore, the use of videos of themselves is positively influenced by the willingness, whereas prior experiences and time constraints represent inhibiting factors. This study shows the importance of student teachers’ dispositional factors and the influence of situational and institutional factors, when deciding against using videos of themselves teaching. Thus, this study provides important information for implementing videos of student teachers in their practical semester and approaches to future research.