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

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.