Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention

We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received...