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Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision : the effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis

Christopher Neil Prilop, Tijs Rotsaert (UGent) and Ruben Vanderlinde (UGent)
(2025) TEACHING AND TEACHER EDUCATION. 157.
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Abstract
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre- service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants' knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta- cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.
Keywords
Pre-service teacher education, Feedback, Classroom management, Video, analysis, Professional vision, Self-efficacy, PEER-FEEDBACK, SENDERS COMPETENCE, DIGITAL VIDEO, ENVIRONMENTS, STRATEGIES, EDUCATION, QUALITY, IMPACT, POWER

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MLA
Prilop, Christopher Neil, et al. “Fostering Pre-Service Teachers’ Classroom Management Knowledge, Self-Efficacy, and Professional Vision : The Effect of Different Expert Feedback and Pre-Service Teachers’ Feedback Perceptions during Online Video Analysis.” TEACHING AND TEACHER EDUCATION, vol. 157, 2025, doi:10.1016/j.tate.2025.104949.
APA
Prilop, C. N., Rotsaert, T., & Vanderlinde, R. (2025). Fostering pre-service teachers’ classroom management knowledge, self-efficacy, and professional vision : the effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis. TEACHING AND TEACHER EDUCATION, 157. https://doi.org/10.1016/j.tate.2025.104949
Chicago author-date
Prilop, Christopher Neil, Tijs Rotsaert, and Ruben Vanderlinde. 2025. “Fostering Pre-Service Teachers’ Classroom Management Knowledge, Self-Efficacy, and Professional Vision : The Effect of Different Expert Feedback and Pre-Service Teachers’ Feedback Perceptions during Online Video Analysis.” TEACHING AND TEACHER EDUCATION 157. https://doi.org/10.1016/j.tate.2025.104949.
Chicago author-date (all authors)
Prilop, Christopher Neil, Tijs Rotsaert, and Ruben Vanderlinde. 2025. “Fostering Pre-Service Teachers’ Classroom Management Knowledge, Self-Efficacy, and Professional Vision : The Effect of Different Expert Feedback and Pre-Service Teachers’ Feedback Perceptions during Online Video Analysis.” TEACHING AND TEACHER EDUCATION 157. doi:10.1016/j.tate.2025.104949.
Vancouver
1.
Prilop CN, Rotsaert T, Vanderlinde R. Fostering pre-service teachers’ classroom management knowledge, self-efficacy, and professional vision : the effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis. TEACHING AND TEACHER EDUCATION. 2025;157.
IEEE
[1]
C. N. Prilop, T. Rotsaert, and R. Vanderlinde, “Fostering pre-service teachers’ classroom management knowledge, self-efficacy, and professional vision : the effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis,” TEACHING AND TEACHER EDUCATION, vol. 157, 2025.
@article{01JKAKZDC5JH6QDGYP7F8QC5HS,
  abstract     = {{This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre- service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants' knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta- cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.}},
  articleno    = {{104949}},
  author       = {{Prilop, Christopher Neil and Rotsaert, Tijs and Vanderlinde, Ruben}},
  issn         = {{0742-051X}},
  journal      = {{TEACHING AND TEACHER EDUCATION}},
  keywords     = {{Pre-service teacher education,Feedback,Classroom management,Video,analysis,Professional vision,Self-efficacy,PEER-FEEDBACK,SENDERS COMPETENCE,DIGITAL VIDEO,ENVIRONMENTS,STRATEGIES,EDUCATION,QUALITY,IMPACT,POWER}},
  language     = {{eng}},
  pages        = {{12}},
  title        = {{Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision : the effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis}},
  url          = {{http://doi.org/10.1016/j.tate.2025.104949}},
  volume       = {{157}},
  year         = {{2025}},
}
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