Empirical findings suggest that pre-service teachers with need more instructional support and direct scaffolding to profit from video-based learning opportunities than in-service teachers. Ourstudy focused on the effects of a strongly structured online- and video-based self-reflection and feedback course on novice teachersí noticing. We used a quasi-experimental design to compare this online- and video-based intervention with a journal writing approach without videoreflection and feedback. Results of a pre-post-test show that the intervention group was moredeeply engaged in analysis of positive events than the control group. Evaluation of the written reflections elucidates that student teachersí feedback in the intervention group contains variousclues on positive events and alternative actions. The self-reflections at the end of the videoonline discourse widely incorporate these clues and contain more analysis of critical events and alternatives than self-reflection at the beginning.

AB - Empirical findings suggest that pre-service teachers with need more instructional support and direct scaffolding to profit from video-based learning opportunities than in-service teachers. Ourstudy focused on the effects of a strongly structured online- and video-based self-reflection and feedback course on novice teachersí noticing. We used a quasi-experimental design to compare this online- and video-based intervention with a journal writing approach without videoreflection and feedback. Results of a pre-post-test show that the intervention group was moredeeply engaged in analysis of positive events than the control group. Evaluation of the written reflections elucidates that student teachersí feedback in the intervention group contains variousclues on positive events and alternative actions. The self-reflections at the end of the videoonline discourse widely incorporate these clues and contain more analysis of critical events and alternatives than self-reflection at the beginning.