Hauptbeiträge Abstract: in initial teacher education, it is a challenge to foster the development of teaching skills proximal to classroom action. in this study, the impact of a combined practical and theoreti- cal university-based term on preservice teachers’ professional vision is investigated by a video- based approach to supervising their knowledge acquisition and assessing their learning outcomes. participants were N = 109 preservice teachers attending a 5-month theory practice term guided through video-based courses about effective teaching and learning. We measured their changes in professional vision using the video-based tool Observer. Our results show that preservice teach- ers positively change their professional vision during the theory practice term, especially if they show low entry levels at the beginning. their notes on the observed teaching lessons illustrate these changes. Keywords: professional vision · Video-based learning · practical experiences · initial teacher education in initial teacher education, opportunities for practical experiences are limited. therefore, it is a challenge to foster the development of teaching skills proximal to classroom action (brouwer 2010; Darling-Hammond and bransford 2005; grossman et al. 2009). Neverthe- less, initial, university-based teacher education has two important objectives: (1) to support preservice teachers’ acquisition of knowledge about what constitutes effective teaching and learning (Cochran-Smith 2003; Darling-Hammond 2006; Darling-Hammond and brans- ford 2005; Noell and burns 2006), and (2) to enable them to apply this knowledge to class- room situations (Darling-Hammond and bransford 2005; Koster et al. 2005). professional vision is an important element of preservice teacher education (goodwin 1994; Sherin gruppendyn Organisationsberat DOi 10.1007/s11612-013-0216-0 Changes in professional vision in the context of practice Preservice teachers’ professional vision changes following practical experience: a video-based approach in university-based teacher education Kathleen Stürmer · Tina Seidel · Stefanie Schäfer © Springer Fachmedien Wiesbaden 2013 K. Stürmer () · t. Seidel · S. Schäfer tuM School of education, Marsstr. 20–22, 80335 München, germany e-mail: kathleen.stuermer@tum.de t. Seidel e-mail: tina.seidel@tum.de S. Schäfer e-mail: s.schaefer@tum.de