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Which future teachers struggle in classroom simulations?
In video-based teaching simulations, three learner profiles emerged; knowledgeable pre-service teachers navigated tasks more successfully than struggling peers.
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How many pre-service teachers participated?
150 from seven German teacher education programs.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What analysis identified learner groups?
Latent profile analysis (LPA) of cognitive and motivational-affective characteristics.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
Name the three profiles.
Knowledgeable, motivated, and potentially struggling.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What skill did the simulation target?
On-the-fly diagnostic assessment of students during class-like tasks.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
About what share were in the knowledgeable profile?
About 40.7% (n = 61).
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
Why call the third profile potentially struggling?
Because learner characteristics were below average on key cognitive and motivational indicators.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What did results imply for simulation design?
Individualization matters because profiles navigate simulations differently.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
Was participation tied to course grades?
No; participation was remunerated but did not influence grading or passing.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What process rank order often appeared?
Knowledgeable, then motivated, then potentially struggling on several process measures.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What dispositions were measured before the simulation?
Cognitive knowledge and motivational-affective dispositions.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
Why are simulations used in teacher education here?
To provide authentic practice for complex assessment skills early in training.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified
What average age characterized the sample?
About 23.1 years.
Source: Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance · DOI · quote verified