Abstract
Research within the discipline of vocational teaching rarely attends to how teachers communicate about didactic design elements and how they arrive at didactic decisions in the course of collaborative lesson planning. Our qualitative, comparative study focuses on joint selection decisions between action-oriented learning tasks by tandems of prospective and practicing teachers. Using a vignette on a didactic planning situation, seven tandems from each of the two status groups had to make a choice from three learning tasks which were varied with regard to predefined design features of action-oriented tasks. Qualitative content analyses indicate that the professionally experienced teachers consistently hold longer, better structured, more thematically focused, and more deeply elaborated conversations for the purpose of shared decision-making. Nevertheless, some of the novice tandems achieve similarly scores. Implications for further research and teacher education are presented.
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