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<p>In teacher training, videos of one’s own teaching are increasingly used to foster situation-specific skills such as professional vision. Previous research has primarily focused on cognitive processes, while emotional experiences have hardly been studied. In particular, there is a&#xa0;lack of studies that capture emotions not only in relation to video analysis, but also in a&#xa0;nuanced and context-specific manner at every stage of the self-videography process. However, knowledge in this area appears to be important, as emotions can influence both the willingness to use self-videography and the way it is used. The aim of the present study was therefore to examine emotional experiences during the planning, implementation as well as the individual and joint analysis of videotaped lessons. For this purpose, 330 student teachers of primary social and science education (Sachunterricht) were surveyed in a&#xa0;course based on videos of participants’ own teaching. At four measurement points, they were asked about their emotional experiences and the associated triggers. The results show that the process of self-videography is associated with a&#xa0;range of emotions, both positive and negative. The proportion and intensity of positive and negative emotions vary across the steps of the self-videography process. In addition, various emotional triggers can be identified, most of which relate either to the videography itself or to the teaching. The present results provide a&#xa0;starting point for further research and for the design of learning processes with one’s own videos in teacher education, taking emotional processes into account.</p>

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„Ich habe Angst und gleichzeitig freue ich mich auf die Erfahrung“ – Emotionen von Sachunterrichtsstudierenden beim Lernen mit eigenen Unterrichtsvideografien

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月25日

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  • Verena Zucker,
  • Cornelia Sunder,
  • Nicola Meschede

摘要

In teacher training, videos of one’s own teaching are increasingly used to foster situation-specific skills such as professional vision. Previous research has primarily focused on cognitive processes, while emotional experiences have hardly been studied. In particular, there is a lack of studies that capture emotions not only in relation to video analysis, but also in a nuanced and context-specific manner at every stage of the self-videography process. However, knowledge in this area appears to be important, as emotions can influence both the willingness to use self-videography and the way it is used. The aim of the present study was therefore to examine emotional experiences during the planning, implementation as well as the individual and joint analysis of videotaped lessons. For this purpose, 330 student teachers of primary social and science education (Sachunterricht) were surveyed in a course based on videos of participants’ own teaching. At four measurement points, they were asked about their emotional experiences and the associated triggers. The results show that the process of self-videography is associated with a range of emotions, both positive and negative. The proportion and intensity of positive and negative emotions vary across the steps of the self-videography process. In addition, various emotional triggers can be identified, most of which relate either to the videography itself or to the teaching. The present results provide a starting point for further research and for the design of learning processes with one’s own videos in teacher education, taking emotional processes into account.