How does the professional vocabulary change when pre-service teachers learn to analyse classroom situations?

Résumé En

We conducted a university course with pre-service teachers specifically focused on learning to analyse the use of multiple representations in classroom situations. We were particularly interested in the professional vocabulary pre-service teachers used when they analysed these classroom situations. Before and after the course, we collected 136 written analyses from 17 pre-service teachers who were asked to evaluate the use of multiple representations in four classroom situations. Our findings indicate that the pre-service teachers’ professional vocabulary improved with respect to breadth and specificity. They also used more terms related to essential aspects of theory on multiple representations. As teachers’ increased and appropriate use of professional vocabulary appears to play a role with regard to their competence in analysing classroom situations, further research into this topic is encouraged and might give insight into corresponding competence development.