Classroom perception of literature lessons

Findings on the perception of teaching situations with different levels of demands

Abstract

This article presents findings from a study in which the professional teaching perceptions of bachelor students (N=4), master students (N=4), and teachers (N=4) were investigated when coping with video vignettes from literature classes. The video vignettes are inscribed with typical problem situations in literature didactics (Heins 2018), which differ in their level of demand for professional perception. Perceptual data for both vignettes are available for all subjects in the form of reflective comments. In a structuring and evaluative content analytic evaluation, the data has been coded with respect to attentional focus, depth of processing as well as recognition of problem situations. The findings indicate that a recognition of the subject specific problem situations is only successful if the subject specific learning object and the learners are both in the focus of attention. The subjects succeed in doing this depending on the level of challenge, which is assumed in this study to be an indication of the stage of development of the disposition to professional classroom perception.