Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study Marc Kleinknecht a, * , Alexander Gr € oschner b a Leuphana University of Lüneburg, Institute of Educational Science, Department of Teacher Education and School Development, Scharnhorststr. 1, D-21335, Lueneburg, Germany b Friedrich Schiller University Jena, Institute of Educational Science, Department of Research on Teaching and Learning, Am Planetarium 4, D-07743, Jena, Germany highlights  We compared reflection with video feedback (intervention group, IG) and journal-writing (control group, CG).  IG participants reflected more deeply on positive teaching events than the CG.  Self-reflection (SR) in IG contained more negative evaluations than SR in CG.  Video feedback offered a benefit by explanations and teaching alternatives.  A second SR in IG included more perspectives of peers and teacher educators. article info Article history: Received 1 August 2015 Received in revised form 25 May 2016 Accepted 29 May 2016 Keywords: Intervention Feedback Video Teacher noticing Preservice teacher education abstract This study focused on effects of a video-based self-reflection and feedback program on preservice teachers’ noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more su- perficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG. © 2016 Elsevier Ltd. All rights reserved. 1. Introduction Classroom videos have become a crucial tool in teacher educa- tion. Research on video-based approaches in teacher education shows that classroom videos can enhance situated and problem- oriented learning and foster pre- and in-service teachers’ abilities to notice and analyze teaching and learning situations (Brophy, 2004; Star & Strickland, 2008; Sherin & van Es, 2005, 2009). In addition, studies confirm the theoretical assumption that this ability is a prerequisite of the ability to act successfully in classroom situations and have a positive impact on student learning (e.g., Kersting, Givvin, Thompson, Santagata, & Stigler, 2012). According to Sherin, Jacobs, and Philipp (2011), recent studies describe the capacity for analyzing or noticing classroom situations as a process of selective attention and knowledge-based reasoning (e.g., K€ onig et al., 2014; Seidel & Stürmer, 2015). Selective attention refers to a (preservice) teacher’s selective perception of learning relevant situations, while knowledge-based reasoning describes how these perceived situations are interpreted. In the first dimension, knowledge-based reasoning is defined as a thinking process in which the steps of describing, explaining, and evaluating need to be realized (Seidel & Stürmer, 2015). To enhance the quality of this thinking process, the extent to which (preservice) teachers could create alternatives for positively or negatively evaluated events seems to be important (Kersting et al., 2012; Santagata, * Corresponding author. E-mail addresses: marc.kleinknecht@leuphana.de (M. Kleinknecht), alexander. groeschner@uni-jena.de (A. Gr€ oschner). Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate http://dx.doi.org/10.1016/j.tate.2016.05.020 0742-051X/© 2016 Elsevier Ltd. All rights reserved. Teaching and Teacher Education 59 (2016) 45e56