Professionalisierung von Hochschullehrenden-Lehrbezogene Vorstellungen, Wissensanwendung und Identitätsentwicklung in einem videobasierten Qualifikationsprogramm

Despite a growing interest in professionalization, research on didactic training of novice university teachers is lacking. This contribution, therefore, analyzes the development of teaching intentions and strategies (teaching approaches) in relation to teaching action, professional vision and teacher identity during a video-based training. We questioned fourteen novice teachers in a pre-post-design and with reference to video-taped teaching sessions. We also conducted a systematic video analysis. The results show that the teachers' approaches start out rather teacherfocused. However, these approaches become more coherent to teaching action over time, which, in combination with emerging self-efficacy in teaching, indicates a developing teaching profile. Teachers' professional vision of their own teaching is strongly focused on themselves. Teachers reflect on discrepancies between intentions and action and, by this, they can deduce concrete actions to make their teaching coherent to their intentions. We, therefore, conclude that our training equips teachers with the necessary tools for changes in action. Even so, putting this knowledge into practice also depends on contextual factors.