We examined pre-service teachers´ self-efficacy and beliefs about teaching and learning (constructivist/traditional) before and after a four-week practicum. While the control group (n=65) only self-reflected and received feedback in face-to-face coaching sessions, the intervention groups also self-reflected and were provided with feedback on digital coaching environments. Web-based coaching environments were either text- (IG1; n=19) or video-based (IG2; n=25). Test results for self-efficacy showed an increase for all groups, however, no significant difference between conditions. ANOVAs revealed that beliefs about teaching and learning concerning constructivism developed more positively in IG2 than IG1 and CG. These findings indicate that video-based coaching environments represent classroom complexity more authentically than text-based platforms. They pose a viable option to enhance coaching experiences.