We compared an online- and video-based coaching approach (IG) with a conventional face-to-face coaching supervision (CG) and measured pre-service teachers’ self-efficacy of classroom management before and after their first teaching practicum. Pre-service teachers in the IG reflected on videos of their own classroom management and received online feedback from peers and their university supervisor. Members of the CG reflected immediately after their teaching performance without videos and received face-to-face peer and expert feedback. Results of the pre–post-test showed that pre-service teachers in the IG increased their self-efficacy of classroom management significantly more than CG members. Moreover, pre-service teachers in the IG reported significantly more perceived competence support from their university supervisors than the CG.