„The same or different?“ – Effekte von Unterrichtsanalyse und Unterrichtsreflexion auf die Veränderung kognitiver und motivationaler Merkmale professioneller Lehrkompetenz

Research output: Journal contributionsJournal articlesResearchpeer-review


The analysis of and reflection on teaching are central elements of university teacher education. In this context, conceptual heterogeneity regarding reflection can be observed in both teaching and research. There is also a lack of clear demarcation between analysis and reflection on teaching. Building on the concept of self-reference as a central distinguishing feature, a quasi-experimental pre-post intervention control group design is used to examine the extent to which lesson analyses differ from lesson reflections in their effects on professional vision (PV) and classroom management-related self-efficacy (SE). On a sample of 194 pre-service teachers in the Master of Education at one university, it can be shown that lesson analysis and reflection show comparably positive effects on PV (better than a control group without specific intervention). However, the reflection group shows a stronger increase in classroom management-related SE compared to the other two groups. The results thus indicate that through explicit self-reference, self-directed cognitions are increasingly addressed and thus further aspects of professional competence can be fostered.

Translated title of the contribution‚The same or different?‘—Effects of lesson analysis and lesson reflection on the change of cognitive and motivational characteristics of professional teaching competence
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Issue number5
Pages (from-to)1281-1300
Number of pages20
Publication statusPublished - 10.2023

Bibliographical note

Funding Information:
The research leading to these results received funding from Deutsche Forschungsgemeinschaft under Grant Agreement No LO 2635/1‑1 (Netzwerk Reflexion im Pädagogischen Kontext, NET:FLEX).

Publisher Copyright:
© 2023, The Author(s).