Self-reference in video-based lesson reflections by student teachers in the bachelor's degree

The reflection of video-based teaching situations has established itself as an important tool for combining theory and practice in teacher training. Videos make it possible to analyse teaching situations based on theory, i.e. to describe and interpret teaching actions and their consequences and, if necessary, to develop alternative courses of action. They allow a kind of vicarious experience that is accessible to subsequent reflection. In addition to the mentioned analytical mental processes, lesson reflection also requires that the vicarious experiences and the knowledge gained from them are related to one's own person. This self-reference can be seen as an important part of the reflection process. It is necessary to investigate more closely which dimensions can be distinguished in relation to self-reference and to what extent student teachers are able to establish the self-reference in depth right at the beginning of their studies. For this purpose, the qualitative data of 133 student teachers in the bachelor's degree were analysed. Five dimensions of self-reference could be classified and empirically proven (1. competencies, 2. fit and identification, 3. values and beliefs, 4. personal learning effect and 5. emotions). These are potentially open to extensions. The depth of the self-references was also considered. Within the framework of correlation analyses, their connection with situational interest and the motivation to create a self-reference was also examined. As expected, students who were more interested in the situation and motivated to create a self-reference tended to write more extensive self-references. However, the majority focused on one dimension. Although not all students were able to establish a self-reference. The developed analysis scheme is also available for future research projects and can be described as sufficiently intersubjectively comprehensible on the basis of the interrater procedure. The classified dimensions can also be used as a stimulus for reflection on (videographed) teaching situations in studies and further education.