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Activating Pre-Service Teachers' Classroom Management Noticing through Video-Annotation with Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus

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Title: Activating Pre-Service Teachers' Classroom Management Noticing through Video-Annotation with Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus
Language: English
Authors: Iclal Can (ORCID 0000-0003-0466-9687), Gokce Gokalp (ORCID 0000-0001-8403-5929)
Source: European Journal of Education. 2025 60(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Classroom Techniques, Observation, Classroom Observation Techniques, Video Technology, Documentation, Feedback (Response), Foreign Countries, Expertise, Field Instruction, Distance Education, Pandemics, COVID-19
Geographic Terms: Cyprus
DOI: 10.1111/ejed.70099
ISSN: 0141-8211
1465-3435
Abstract: This qualitative case study explores the effect of video-supported expertise-based training (XBT) on pre-service teachers' classroom management noticing. Nine volunteer senior pre-service teachers were recruited through maximum variation sampling at an internationally recognised university in Northern Cyprus. Data were collected through time-stamped video codings using Vialogues, an online discussion platform with a video annotation feature; think-aloud protocols; and semi-structured interviews conducted with each participant five times. Data were analysed using adapted versions of van Es' noticing framework and Fadde's signal detection paradigm through inductive content analysis. The results indicated that the use of video annotation with expert-model feedback activated pre-service teachers' noticing in classroom management. Pre-service teachers consistently started to notice noteworthy classroom management situations like the experts as a result of the XBT process. The findings suggest video-supported XBT could serve as a supplementary experience to field experience during emergency remote teaching and online learning periods such as the Pandemic.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472660
Database: ERIC
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  Value: <anid>AN0185619875;eje01jun.25;2025Jun04.02:57;v2.2.500</anid> <title id="AN0185619875-1">Activating Pre‐Service Teachers' Classroom Management Noticing Through Video‐Annotation With Expert‐Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus </title> <p>This qualitative case study explores the effect of video‐supported expertise‐based training (XBT) on pre‐service teachers' classroom management noticing. Nine volunteer senior pre‐service teachers were recruited through maximum variation sampling at an internationally recognised university in Northern Cyprus. Data were collected through time‐stamped video codings using Vialogues, an online discussion platform with a video annotation feature; think‐aloud protocols; and semi‐structured interviews conducted with each participant five times. Data were analysed using adapted versions of van Es' noticing framework and Fadde's signal detection paradigm through inductive content analysis. The results indicated that the use of video annotation with expert‐model feedback activated pre‐service teachers' noticing in classroom management. Pre‐service teachers consistently started to notice noteworthy classroom management situations like the experts as a result of the XBT process. The findings suggest video‐supported XBT could serve as a supplementary experience to field experience during emergency remote teaching and online learning periods such as the Pandemic.</p> <p>Keywords: classroom management noticing; pre‐service teachers; teacher noticing; video‐annotation with expert‐model feedback; video‐supported expertise‐based training (XBT)</p> <hd id="AN0185619875-2">Introduction</hd> <p>Teacher noticing, as a constituent of teaching expertise (Sherin et al. [<reflink idref="bib24" id="ref1">24</reflink>]; Sherin and van Es [<reflink idref="bib26" id="ref2">26</reflink>]) and expert practice (van Es [<reflink idref="bib30" id="ref3">30</reflink>]) has been the subject of many educational studies (Sherin and Russ [<reflink idref="bib25" id="ref4">25</reflink>]). Teachers notice some events in the classroom while missing some others (Sherin and Russ [<reflink idref="bib25" id="ref5">25</reflink>]). A variety of factors have been found to influence teachers' noticing skills, such as teachers' beliefs and knowledge (Schoenfeld [<reflink idref="bib20" id="ref6">20</reflink>]; van Es [<reflink idref="bib30" id="ref7">30</reflink>]), expectations (Erickson [<reflink idref="bib6" id="ref8">6</reflink>]), context of teaching (Seidel and Stürmer [<reflink idref="bib21" id="ref9">21</reflink>]), experiences and chances for reflection (Schoenfeld [<reflink idref="bib20" id="ref10">20</reflink>]) and previous experiences (Erickson [<reflink idref="bib6" id="ref11">6</reflink>]).</p> <p>A number of studies indicate that there may exist a noteworthy difference between expert and novice teachers' noticing (e.g., Sherin and van Es [<reflink idref="bib26" id="ref12">26</reflink>]; Wolff et al. [<reflink idref="bib36" id="ref13">36</reflink>]). However, it should also be noted that 'Although inexperience is equated perfectly with novice status in a field, the acquisition of experience does not automatically denote expertise' (Berliner [<reflink idref="bib3" id="ref14">3</reflink>], 466). It is now established from a variety of studies that noticing is not directly linked to years of experience and can be learned and developed through professional development (e.g., Gibson and Ross [<reflink idref="bib13" id="ref15">13</reflink>]; Jacobs et al. [<reflink idref="bib16" id="ref16">16</reflink>]). Results from the studies conducted with pre‐service and in‐service teachers suggest that video‐supported training programs and/or interventions can be effectively used to develop pre‐service and in‐service teachers' noticing skills (e.g., Sherin and van Es [<reflink idref="bib26" id="ref17">26</reflink>], [<reflink idref="bib27" id="ref18">27</reflink>]). Video annotation with expert‐model feedback, one of the methods of video‐supported expertise‐based training (XBT) ‐i.e., an instructional theory used to develop teacher noticing through utilising expert opinions (Fadde [<reflink idref="bib9" id="ref19">9</reflink>], [<reflink idref="bib10" id="ref20">10</reflink>]), has been suggested as one of the methods that could activate and develop the noticing skills of pre‐service and inservice teachers.</p> <p>Developing teacher noticing contributes to effective teaching and learning processes in a number of areas, one of which is classroom management (Star et al. [<reflink idref="bib28" id="ref21">28</reflink>]). A great deal of previous research into teacher education shows that pre‐service and novice teachers have difficulty in noticing effective and ineffective classroom management approaches and thus in making effective in‐the‐moment decisions. Experiencing classroom management problems has been found to be partly due to a high focus on theory in teacher education programmes (Evertson and Weinstein [<reflink idref="bib7" id="ref22">7</reflink>]; Greenberg et al. [<reflink idref="bib14" id="ref23">14</reflink>]), lack of sufficient practice opportunities and thus fewer opportunities for applying theory to practice in real life environments in teacher education programmes (e.g., Grossman et al. [<reflink idref="bib15" id="ref24">15</reflink>]). Thus, providing pre‐service teachers with the opportunity to engage in practice‐based tasks is crucial to enable them to understand the link between theory and practice, develop their professional vision and trigger their reflective thought processes (Grossman et al. [<reflink idref="bib15" id="ref25">15</reflink>]), which also activates pre‐service teachers' classroom management noticing.</p> <p>Although extensive research has been conducted on teacher noticing, only a small number of studies have directly investigated the activation of pre‐service teachers' classroom management noticing through video annotation with expert‐model feedback using local authentic videos. With this in background, drawing upon three strands of research into teacher noticing, classroom management and video‐supported XBT, this study narrowed its focus to a specific aspect of noticing, and set out to examine if and how pre‐service teachers' classroom management noticing can be activated through video annotation with expert‐model feedback using local videos and Vialogues. It further aims to examine if and how pre‐service teachers develop expert‐like noticing in attending to effective and ineffective classroom management practices over the XBT process.</p> <hd id="AN0185619875-3">Conceptual Background</hd> <p>Teacher noticing is majorly used to 'encompass the processes through which teachers manage the 'blooming, buzzing confusion of sensory data' with which they are faced, that is, the ongoing information with which they are presented during instruction' (Sherin et al. [<reflink idref="bib24" id="ref26">24</reflink>], 5). Russ and Luna ([<reflink idref="bib18" id="ref27">18</reflink>]) indicate that teacher noticing is one way of capturing dynamic elements of teacher cognition in the classroom. Despite different opinions existing around the terminology in teacher noticing, there appears to be some agreement that it includes three major components: attending to significant events in a classroom environment, reasoning about/interpreting those events and deciding on actions that could be made in response to what has been noticed (e.g., Barnhart and van Es [<reflink idref="bib2" id="ref28">2</reflink>]; Jacobs et al. [<reflink idref="bib16" id="ref29">16</reflink>]; Seidel and Stürmer [<reflink idref="bib21" id="ref30">21</reflink>]).</p> <p>Viewed as a complex and an active process rather than 'a static category of knowledge' (Sherin et al. [<reflink idref="bib24" id="ref31">24</reflink>]), teacher noticing has been linked to professional vision which 'entails how teachers identify significant interactions in the context of a classroom' (Sherin and Russ [<reflink idref="bib25" id="ref32">25</reflink>], 4). It has also been linked with reflection, which encourages teachers to be better at understanding the link between theory and practice (Wessels [<reflink idref="bib35" id="ref33">35</reflink>]). However, developing reflection skills among pre‐service teachers can also be challenging (Barnhart and van Es [<reflink idref="bib2" id="ref34">2</reflink>]). This might be due to pre‐service teachers' lack of knowledge on what to reflect on and how to reflect while they are observing the lessons (Wessels [<reflink idref="bib35" id="ref35">35</reflink>]).</p> <p>There are three basic approaches currently being adopted in research into teacher noticing. In the first approach, noticing is viewed to include three parts, i.e., attending to, reasoning/interpreting and responding (e.g., Barnhart and van Es [<reflink idref="bib2" id="ref36">2</reflink>]; Seidel and Stürmer [<reflink idref="bib21" id="ref37">21</reflink>]). The second approach entails attending to and reasoning about/interpreting (e.g., Sherin et al. [<reflink idref="bib24" id="ref38">24</reflink>]; Sherin and van Es [<reflink idref="bib27" id="ref39">27</reflink>]; Star and Strickland [<reflink idref="bib29" id="ref40">29</reflink>]). These two dimensions are viewed as interrelated (Sherin et al. [<reflink idref="bib24" id="ref41">24</reflink>]), contextual (Sherin and Russ [<reflink idref="bib25" id="ref42">25</reflink>]), cyclical (Sherin and Russ [<reflink idref="bib25" id="ref43">25</reflink>]; Sherin et al. [<reflink idref="bib24" id="ref44">24</reflink>]) and possibly co‐constitutive cognitive processes (Walkoe et al. [<reflink idref="bib33" id="ref45">33</reflink>]), having a prominent role in teachers' decisions and strategies to respond to what they have noticed (Erickson [<reflink idref="bib6" id="ref46">6</reflink>]).</p> <p>The last approach adopted in research into teacher noticing focuses on what teachers attend to in the classroom (e.g., Star et al. [<reflink idref="bib28" id="ref47">28</reflink>]). Star et al. ([<reflink idref="bib28" id="ref48">28</reflink>]) suggest that attending is the most fundamental aspect for pre‐service teachers as it serves as a prerequisite skill for the latter two. They argue that only when pre‐service teachers improve their 'ability to understand the complexity of the classroom and the full range of events that can be observed', they develop the ability to notice important events in classroom instruction (p. 117–118). Thus, they highlight the need to activate teacher noticing, especially in the initial years of pre‐service teacher education (Star et al. [<reflink idref="bib28" id="ref49">28</reflink>]).</p> <p>Although teacher noticing studies are mostly conducted in terms of teacher noticing in mathematics and science education, some researchers focused on specific aspects teachers notice, including classroom talk and behaviours (van Es and Sherin 2002, as cited in Russ and Luna [<reflink idref="bib18" id="ref50">18</reflink>]) highlighting the relevance of teacher noticing for classroom management. This is also validated by the studies of Sherin and Han ([<reflink idref="bib23" id="ref51">23</reflink>]) and van Es and Sherin ([<reflink idref="bib31" id="ref52">31</reflink>]) who found that teachers first pay attention to classroom organisation and instructional practices when they examine teaching videos.</p> <hd id="AN0185619875-4">Activating Teacher Noticing Through Videos</hd> <p>Videos increasingly attract attention in teacher learning (Gaudin and Chalies [<reflink idref="bib12" id="ref53">12</reflink>]; van Es [<reflink idref="bib30" id="ref54">30</reflink>]) and offer numerous pedagogical assets for pre‐service teachers (Fadde and Sullivan [<reflink idref="bib11" id="ref55">11</reflink>]; Star et al. [<reflink idref="bib28" id="ref56">28</reflink>]). Pre‐service (e.g., Star et al. [<reflink idref="bib28" id="ref57">28</reflink>]; Wessels [<reflink idref="bib35" id="ref58">35</reflink>]) and in‐service teachers' ability to notice can be developed, especially through the use of videos and the related instructional strategies. Among the benefits of using videos are developing classroom management noticing through helping 'preservice teachers to witness a wider range of teachers, students, settings, pedagogies, and content than a typical field experience might' (Star et al. [<reflink idref="bib28" id="ref59">28</reflink>], 117), providing a link between theory and practice (Wang [<reflink idref="bib34" id="ref60">34</reflink>]) and stimulating reflective thought by developing 'a different kind of knowledge for teaching – knowledge not of "what to do next", but rather, knowledge of how to interpret and reflect on classroom practices' (Sherin [<reflink idref="bib22" id="ref61">22</reflink>], 14).</p> <p>An important step in video‐supported interventions and/or training programmes to enhance teacher noticing is the selection of the videos to be used. There is an increasing number of authentic videos that depict actual classroom environments and teachers in action, which could easily be accessed through websites like YouTube, Teachertube and Vimeo. The use of authentic videos increases efficiency and brings authenticity to material generation (Fadde [<reflink idref="bib10" id="ref62">10</reflink>]). Although these videos could contribute to teaching and learning processes in teacher education programmes, the selected videos may not reflect the realities of the countries in which they are used (Altan [<reflink idref="bib1" id="ref63">1</reflink>]). There is a need to use more local videos from the national contexts in addition to the ones in the United States and European contexts using a variety of instructional strategies to help develop pre‐service teachers' understanding of some possible local classroom contexts they will be working in as well as their noticing skills in classroom management.</p> <p>With this in mind, the present study investigated the effect of video‐enhanced expertise‐based training (XBT) on pre‐service teachers' development of classroom management noticing.</p> <hd id="AN0185619875-5">Instructional Design Theory: Video‐Enhanced Expertise‐Based Training (XBT)</hd> <p>Video‐enhanced expertise‐based training (XBT) is based on the idea that the findings and theories from expert research can be used to develop instructional strategies to enhance the expertise of advanced learners with the use of technology (Fadde [<reflink idref="bib10" id="ref64">10</reflink>]; Sancar‐Tokmak [<reflink idref="bib19" id="ref65">19</reflink>]). This enables novice teachers to learn from the experts (Sherin [<reflink idref="bib22" id="ref66">22</reflink>]), experts serving as models (Fadde [<reflink idref="bib9" id="ref67">9</reflink>]). Fadde ([<reflink idref="bib10" id="ref68">10</reflink>]) states that 'the experts should be advanced performers but not necessarily authorities' (p. 8). Experts are believed to 'make rapid and largely unconscious decisions that can appear to be intuitive' (Fadde and Sullivan [<reflink idref="bib11" id="ref69">11</reflink>], 160). Thus, XBT develops pre‐service and in‐service teachers' intuition skills as well as recognition skills (i.e., 'selective attention, pattern recognition and situation awareness', Fadde [<reflink idref="bib10" id="ref70">10</reflink>], 2), which could be regarded as high‐level cognitive skills (Fadde [<reflink idref="bib9" id="ref71">9</reflink>], 3).</p> <p>Video annotation with expert‐model feedback is one of the methods of XBT that could be used to enhance teacher noticing (Fadde [<reflink idref="bib9" id="ref72">9</reflink>], [<reflink idref="bib10" id="ref73">10</reflink>]). In this method, participants watch a video segment and are asked to make time‐stamped annotations of significant events based on predetermined points, i.e., in our case, <emph>attending to</emph> noteworthy effective and ineffective classroom management practices. Then, they watch the same video segments annotated by experts in the related field. As a further step, they compare their and the experts' annotations of videos (Fadde [<reflink idref="bib9" id="ref74">9</reflink>], [<reflink idref="bib10" id="ref75">10</reflink>]; Fadde and Sullivan [<reflink idref="bib11" id="ref76">11</reflink>]), focusing on what they and the experts noticed and did not notice. As a result of this process, they are expected to 'align their observations with those of experts' (Fadde [<reflink idref="bib9" id="ref77">9</reflink>], 2). This process develops implicit learning and intuitive expertise (Fadde and Sullivan [<reflink idref="bib11" id="ref78">11</reflink>]). Fadde ([<reflink idref="bib10" id="ref79">10</reflink>]) suggests the following signal detection paradigm to view differences between the novices and experts:</p> <p>Performance of trainees versus experts on detection tasks can be judged using a signal detection paradigm: see what an expert sees (hit), don't see what an expert doesn't see (correct non‐detection), see something that an expert doesn't (incorrect detection), or not see something that an expert did see (miss). (p. 8)</p> <p>Although expert‐based teaching is increasingly used in educational research, the number of studies conducted on the use of video‐enhanced XBT on enhancing pre‐service teachers' classroom management noticing is still limited. Studies that have been conducted using XBT in teacher education consistently show that pre‐service teachers trained using XBT start to align with expert feedback (Fadde [<reflink idref="bib8" id="ref80">8</reflink>], [<reflink idref="bib9" id="ref81">9</reflink>], [<reflink idref="bib10" id="ref82">10</reflink>]).</p> <hd id="AN0185619875-6">The Turkish Context</hd> <p>Similar to the United States, the United Kingdom and Europe, in the Turkish context, both pre‐service and in‐service teachers report that one area they experience the most difficulty in applying the theoretical knowledge they gain during their education to practice is classroom management. To develop pre‐service teachers' knowledge and skills in classroom management, teacher education programs require students to take a classroom management course. The course provides the students with the opportunity to examine key classroom management concepts and theories to help students apply the knowledge and skills they learn in the course to practice. The educational materials used in these courses, including the videos, are mostly based on classroom environments/contexts in the United States or in Europe. While the use of these materials does contribute to pre‐service teachers' pedagogical content knowledge in classroom management, they do not depict the realities of classrooms in Turkey nor reflect the realities of the Turkish education system (Altan [<reflink idref="bib1" id="ref83">1</reflink>]). Thus, there is a need to deploy authentic videos that capture real classroom environments in the Turkish context and to develop instructional activities that use these videos in the most effective way, taking advantage of technological advancements.</p> <p>With this in background, building on the previous research on teacher noticing, video‐enhanced XBT and classroom management, we aimed to explore the impact of video‐enhanced XBT on pre‐service teachers' classroom management noticings utilising authentic videos taken in local classrooms and to find out if and how pre‐service teachers demonstrated expert‐like awareness in attending to effective and ineffective classroom management practices. The following interrelated research questions guided our study:</p> <p></p> <ulist> <item> How did what the pre‐service teachers noticed regarding classroom management change over the video‐annotation with expert‐model feedback process?</item> <p></p> <item> How did pre‐service teachers align their classroom management noticings with those of the experts over the video annotation with expert model feedback?</item> </ulist> <hd id="AN0185619875-7">Method</hd> <p>A qualitative case study (Yin [<reflink idref="bib37" id="ref84">37</reflink>]) was conducted with three major data collection tools that include video codings, think‐aloud protocols and semi‐structured interviews. The case was the XBT intervention we designed and implemented on 9 pre‐service teachers enrolled in a teacher education program at an international university in Northern Cyprus. The case study was deemed appropriate as we aimed to understand how pre‐service teachers' noticing is developed through the XBT intervention we implemented. We adopted Merriam's ([<reflink idref="bib17" id="ref85">17</reflink>]) definition of a case study as 'an intensive, holistic description and analysis of a bounded phenomenon such as a program, an institution, a person, a process, or a social unit' (p. xiii). The use of a case study approach enabled us to develop a better understanding of changes in pre‐service teachers' classroom management noticing throughout the XBT process (Yin [<reflink idref="bib37" id="ref86">37</reflink>]).</p> <hd id="AN0185619875-8">Participants</hd> <p>We conducted our study at an English‐medium international university with a diverse range of nationalities among its staff and students in Northern Cyprus. We used a maximum variation sampling strategy to recruit participants. Participants were students enrolled in either the Computer Education and Instructional Technology (CEIT) or the Teaching English as a Foreign Language (TEFL) Programs. All of them had previously completed the required classroom management course for their respective programs. Elaborating on video annotation with the expert‐model feedback approach, Fadde and Sullivan ([<reflink idref="bib11" id="ref87">11</reflink>]) state that 'This interactive video approach assumed that students had already received formal instruction on what to look for in classroom situations, so that the video annotation activity served as application and practice.' (p. 162). Thus, 9 senior pre‐service teachers who already took the same classroom management course from the same instructor were recruited on a voluntary basis. Three students were male, and six were female. Five students were from the CEIT program, and four students were from the TEFL program. Detailed information about the participants is not provided in this paper to protect their anonymity.</p> <hd id="AN0185619875-9">Data Collection Instruments</hd> <p>We utilised time‐stamped video codings, think‐aloud protocols and semi‐structured interviews to collect data from the participants, which is described in detail next.</p> <hd id="AN0185619875-10">Video Coding</hd> <p>Five different segments of authentic videos that were recorded capturing teachers in action in different local primary school classrooms in one large city in the inner Anatolian region of Turkey were used as the major data collection material in the study. The authentic videos were captured by the second researcher upon receiving ethical permissions and informed consent from the related parties, teachers and students' parents. The classroom environments that were captured in the videos showed variation in terms of class size, subject matter taught, classroom facilities and socio‐economic background of the students. Evidence suggests that while selecting the videos for XBT, the video segments should be quite short so as to allow students to compare their codings with the expert codings and have minimal content to allow teacher noticing (Fadde [<reflink idref="bib9" id="ref88">9</reflink>]). Thus, while selecting the video segments that would be used in the present study, we chose 3‐ to 5‐min video segments that included both effective and ineffective practices in different classroom environments to enable the pre‐service teacher to be exposed to different classroom environments.</p> <p>The authentic video segments were uploaded to Vialogues at https://vialogues.com/, a free interactive online discussion platform that 'provides a space for people to hold meaningful and dynamic time‐stamped discussions about videos' (Vialogues [<reflink idref="bib32" id="ref89">32</reflink>]). Then, two experts in Classroom management watched these videos and added their time‐stamped comments in relation to effective and ineffective classroom management practices demonstrated in the videos. The experts were experienced university professors and researchers from the field of Educational Sciences at an internationally recognised English‐medium university in Turkey. They had been offering classroom management courses at undergraduate and graduate levels for several years and had published related research in peer‐reviewed journals. The final materials included two sets of video segments: the first set was the raw video extracts, which did not include any expert comments, and the second set was the raw video segments time‐stamped and coded by the experts.</p> <hd id="AN0185619875-11">Think‐Aloud Protocols</hd> <p>We deployed think‐aloud protocols as one of the data collection tools. Eccles and Arsal ([<reflink idref="bib5" id="ref90">5</reflink>]) state that 'Within the think aloud method, participants think out aloud while performing a given task, or recall thoughts immediately following completion of that task.' (p. 514). The participants in our study were asked to use a think‐aloud protocol while comparing their comments with those of the experts. They used the think‐aloud protocol while adding time‐stamped comments to the vialogues assigned to them in relation to the similarities and differences between their comments and those of the experts. While doing that, they added their reflections to their previous time‐stamped comments and added time‐stamped reflections to the coding that they missed. The use of think‐aloud protocols enabled us to have a better understanding of how the pre‐service teachers' classroom management awareness changed as they went through the XBT process.</p> <hd id="AN0185619875-12">Semi‐Structured Interview Guide</hd> <p>A semi‐structured interview guide was developed by the researchers to be used after the participants compared their video codings with those of the experts. We received expert opinion on the interview guide from two professors in Educational Sciences and modified the guide based on expert feedback. A total of five interviews were conducted with each interviewee, the last being the most comprehensive. The interview guide included questions on the reflections of the participants regarding similarities and differences between their and experts' comments on effective and ineffective classroom management practices demonstrated by the teachers in the video extracts. As recommended by Fadde ([<reflink idref="bib10" id="ref91">10</reflink>]), the participants were also asked to comment on their perceived confidence in achieving an expert‐like awareness in effective classroom management in each interview.</p> <hd id="AN0185619875-13">Data Collection Procedures</hd> <p>The data were collected from each participant separately through video coding, think‐aloud protocols and semi‐structured interviews in the Psychology Laboratory of the University. Each participant spent approximately a total of 5 h in the laboratory. The data were collected in two different sessions on two different days for each individual. In the first session, the participants worked on the first two video extracts, and in the second session, the participants worked on the other three video extracts. The steps listed below were followed in the data collection process for each participant in the laboratory.</p> <p></p> <ulist> <item> Step 1. The participant was asked to create a Vialogues account and given brief training on how s/he could add time‐stamped comments to videos.</item> <p></p> <item> Step 2. The participant was assigned the first video segment on Vialogues and was asked to watch it from the very beginning to the end, focusing on effective and ineffective classroom management practices demonstrated by the teacher. The participant was reminded not to add any comments to the video at this stage to have a full understanding of the context.</item> <p></p> <item> Step 3. The participant was asked to watch the same video segment again and to add time‐stamped comments in relation to critical effective and ineffective classroom management practices.</item> <p></p> <item> Step 4. After the participant added his/her comments, s/he was asked to watch the same video segment, which was coded by two different experts and read the comments of the experts.</item> <p></p> <item> Step 5. The participant was asked to compare his/her comments with those of the experts using a think‐aloud protocol. S/he was also asked to add time‐stamped comments in capital letters to the first vialogue assigned to their name in relation to the similarities and differences between his/her comments and those of the experts.</item> <p></p> <item> Step 6. A brief semi‐structured interview was held with the participant to gather his/her reflections on the similarities and differences between their and experts' codes on effective and ineffective classroom management practices. The participant was also asked to comment on their perceived confidence in achieving an expert‐like awareness in effective classroom management.</item> <p></p> <item> Step 7. Steps 2–6 were followed for all five videos.</item> </ulist> <hd id="AN0185619875-14">Data Analysis</hd> <p>Data obtained through video‐based codings, think‐aloud protocols and semi‐structured interviews were exposed to an inductive content analysis and analysed through Nvivo 11 Plus using open coding. We developed a preliminary code list taking into consideration the research questions, the previous literature and research on XBT, classroom management and teacher noticing. The code list was revised throughout the coding process parallel with the emerging and/or overlapping codes. The researchers double‐coded the data gathered through different sources as recommended by Creswell ([<reflink idref="bib4" id="ref92">4</reflink>]). Among some codes were 'noticing', 'teacher circulation in the classroom' and 'ignoring'.</p> <hd id="AN0185619875-15">Results</hd> <p>The results indicated that the use of video‐annotation with expert‐model feedback activated pre‐service teachers' classroom management noticing. It was found that the pre‐service teachers gradually and consistently started to align their classroom management noticings with those of the experts. They developed a closer similarity with the experts in terms of classroom management noticing. Specifically, the inductive content analysis of the data revealed two recurrent themes that helped us to answer two interrelated research questions in the present study. These themes are (a) changes in what the pre‐service teachers noticed and (b) changes in pre‐service teachers' skill and perceived confidence in expert‐like classroom management noticing. The themes are presented and discussed in the subsequent sections.</p> <hd id="AN0185619875-16">Theme I: Changes in What the Pre‐Service Teachers Noticed</hd> <p>The data collected through multiple data sources indicated that the pre‐service teachers' classroom management noticing changed in terms of <emph>what</emph> they noticed over the video‐annotation with expert‐model feedback process. Table 1 presents these changes. As can be seen in Table 1, this change occurred in two interrelated dimensions: <emph>whom</emph> the pre‐service teachers noticed and <emph>the topic of their noticings</emph>, which is explained below.</p> <p>1 TABLE Changes in what the pre‐service teachers noticed over the video‐annotation with expert‐model process.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Change dimension</th><th align="center">Phase of the XBT process</th></tr><tr><th align="center">Beginning (of the XBT process)</th><th align="center">End (of the XBT process)</th></tr></thead><tbody valign="top"><tr><td align="left">Changes in whom the pre‐service teachers noticed</td><td align="center">Primary focus on teachers and pedagogy</td><td align="center">Primary focus shifted toward students and the interplay between teacher behaviours and student actions and vice versa</td></tr><tr><td align="left">Changes in the topic of noticing</td><td align="center">Extensive codings of everything noticed in the video segments</td><td align="center">Focus on mostly significant classroom management situations</td></tr><tr><td align="center">Tendency to focus on mostly ineffective classroom management practices</td><td align="center">Equal noticing of effective and ineffective classroom management practices</td></tr></tbody></table> </ephtml> </p> <hd id="AN0185619875-17">Changes in Whom the Pre‐Service Teachers Noticed</hd> <p>The results showed that there was a change in whom the pre‐service teachers noticed in the video segments over the XBT process. The pre‐service teachers' primary focus was on teachers and pedagogy in the first and second video segments they worked on. As they aligned their comments with those of the experts, they gradually demonstrated a shift in their focus from teachers and pedagogy to students and the interplay between teacher behaviours and student actions, and vice versa, starting from the second or third video segments, depending on individual change trajectories. For example, in the interview conducted after getting feedback about the third video segment, P7 stated that:</p> <p>I started to deeply examine the videos. What is the teacher doing? What are the students doing? I noticed that I had pushed students into the background in the previous videos. I had solely focused on the teacher because I thought s/he was managing the classroom. I didn't look at the students at that time. I had just focused on the directions the teacher gave. But we should think about these two (teachers and students) together.</p> <p>Similarly, showing a gradual increase from the second video segment, P1 was found to gradually increase his attention to students and the interplay between the students' actions and teacher behaviours:</p> <p>I can now observe to what extent students participate in the process. I noticed that when the teacher turned his/her back to the classroom or while giving individual feedback to a student, s/he lost the other students in the classroom. I noticed this in the second video, too. But, I missed it in the first video. (P1, 3rd interview)</p> <p>I tried to analyse classroom management by looking at teacher behaviour and its impact on students and vice versa. Actually, this increased starting from the (end of the analysis of) first video. In the last video, I focused on this more. I noticed that the students' attitudes and behaviours were feedback to the teacher. (P1, 5th interview)</p> <hd id="AN0185619875-18">Changes in the Topic of Noticing</hd> <p>The findings indicated that the topics pre‐service teachers noticed throughout the XBT process changed in line with what they noticed. Firstly, the findings showed that although the pre‐service teachers were instructed to focus on noteworthy classroom management events in the video segments they would watch, they mostly added time‐stamped codings to each and everything they noticed in the video segments, including pedagogy.</p> <p>The findings showed that as the pre‐service teachers started to align their comments with those of the experts in the XBT process, they became more focused in their time‐stamped codings, gradually coding mostly significant classroom management situations instead of coding everything over the XBT process. For example, reflecting on how the expert feedback affected her classroom management, P9 stated that 'In the first video, I focused on everything unavoidably including teaching methodology; but in the second video, I became more classroom management focused. Because, the expert feedback was directly about classroom management'. The findings from video codings, think‐aloud protocols and interviews showed that P9 gradually and consistently focused on significant classroom management events as she aligned her codings with those of the experts. For example, in her fifth interview, she stated that 'I noticed that I became a better observer of classroom management (over the XBT process). In the first videos, I focused mostly on teacher methodology. I focused on classroom management in the last videos'. Similarly, although P4 had a tendency to code everything in the first two videos, in her fifth interview, she reflected on how she started to code significant classroom management events over the XBT process as follows 'What kind of relationship the teacher has with the class, how students talk, now attracts my attention more... Students' questions attract my attention now...I have become more classroom management oriented rather than just teaching oriented (over the XBT process)'.</p> <p>Although the pre‐service teachers were asked to add comments about both significant effective and ineffective classroom management practices to the video segments, they had a tendency to attend to mostly ineffective classroom management practices at the beginning of the XBT process. The findings showed that as the participants compared their comments with those of the experts in each video, they started to see effective and ineffective classroom management practices more equally. For example, in his second interview, P2 stated that 'I think I was more negative in the first video segment. I assume I was looking for the teachers' weaknesses. However, in the second video, I think I started to focus on more positive things'. Similarly, in her first interview conducted after the first video segment, P4 stated that:</p> <p>I believe I focus on negative things. However, there are times I notice positive things too. I say 'the teacher is doing the right thing here' to myself, but I think I don't find it necessary to write it down (add time‐stamped codes about it). I mean, I think I focus on the aspects that should be fixed...</p> <p>When P4's change trajectories were examined, it was seen that she gradually started to focus on both effective and ineffective practices. For example, in her fourth interview, she stated that 'From the second video, I started to notice effective and ineffective practices in a balanced way'.</p> <hd id="AN0185619875-19">Theme II: Changes in Pre‐Service Teachers' Skills and Perceived Confidence in Expert‐Like Cla...</hd> <p>The second theme emerging from the data analysis was about the changes in pre‐service teachers' skill and perceived confidence in expert‐like classroom management noticing. The pre‐service teachers' classroom management noticings in the video segments were examined in terms of their similarity with those of the experts by adapting Fadde's ([<reflink idref="bib10" id="ref93">10</reflink>]) signal detection paradigm for thresholds for selective attention. Table 2 presents the incidents that describe the changes in pre‐service teachers' classroom management noticings.</p> <p>2 TABLE Incidents describing changes in pre‐service teachers' classroom management noticing compared to expert noticing using Fadde's (2013) signal detection paradigm.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Incident type</th><th align="center">Description</th><th align="center">Change over time (beginning to end)</th></tr></thead><tbody valign="top"><tr><td align="left">Hit</td><td align="center">The pre‐service teachers noticed the same noteworthy classroom management practices that the experts did.</td><td align="center">Increase</td></tr><tr><td align="left">Miss</td><td align="center">The pre‐service teachers did not notice a noteworthy classroom management practice that the experts noticed.</td><td align="center">Decrease</td></tr><tr><td align="left">Incorrect detection</td><td align="center">The pre‐service teachers noticed a classroom management practice that the experts did not notice.</td><td align="center">Decrease</td></tr><tr><td align="left">Correct non‐detection</td><td align="center">The pre‐service teachers did not notice a classroom management practice that was not noticed by the experts.</td><td align="center">Increase</td></tr></tbody></table> </ephtml> </p> <p>As can be seen in Table 2, the findings indicated that while coding the video segments, there were incidents where:</p> <p></p> <ulist> <item> The pre‐service teachers noticed the same noteworthy classroom management practices that the experts did (hit).</item> <p></p> <item> The pre‐service teachers did not notice a noteworthy classroom management practice that the experts noticed (miss).</item> <p></p> <item> The pre‐service teachers noticed a classroom management practice that the experts did not notice (incorrect detection).</item> <p></p> <item> The pre‐service teachers did not notice a classroom management practice that was not noticed by the experts (correct non‐detection).</item> </ulist> <p>The findings showed that the number of incorrect detections and misses was quite high at the beginning of the intervention, while the number of hits and correct non‐detections was low. The findings further showed that as the pre‐service teachers increasingly aligned their codings with those of the experts, the number of hits and correct non‐detections increased, whereas the number of misses and incorrect detections decreased. The pre‐service teachers gradually and consistently started to notice noteworthy classroom management situations like the experts did over the XBT process. For example, P9, in her fifth interview, stated that 'As I got close to the end, I felt closer to the teachers'. Similarly, in his fifth interview, P5 stated that:</p> <p>When I compared my comments with the expert feedback at the end of each video, their comments have become the things that I am noticing now... In this video, there were more similarities between my comments and expert teachers comments (compared to the previous videos). Even the number of our time‐stamped codings was almost the same... My ideas build on their ideas. Their ideas build on my ideas. How can I say? I have started to think like them. I have started to notice key features like experts did in the fifth video, unlike what I noticed in the first video.</p> <p>The results indicated that the pre‐service teachers demonstrated a change in their classroom noticings at different levels compared to their noticing level prior to the intervention. To illustrate, although P6 demonstrated a change in her classroom management noticing, that change was less when compared to the other pre‐service teachers. In her fifth video, P6 commented on this as follows: 'I easily get distracted. I noticed that. There are topics that I am close to the experts on now. But there are some parts I definitely do not agree with'.</p> <p>Another finding emerging from the data analysis was about the timing of classroom management noticings added by the experts and the pre‐service teachers. The findings showed that although the pre‐service teachers noticed some of the noteworthy events at the beginning of the intervention, they noticed these events later than the experts noticed, and thus did not add timely comments when compared to the experts. For example, in his think‐aloud protocol, P5 said that: 'I mentioned (added a time‐stamped code) this (noticing and walking towards a lost student at the back seat) at 5:13, however, the expert noticed it at 1:23. It took me some time to notice it'. The findings from video codings, think‐aloud protocols and interviews indicated that as the pre‐service teachers aligned their comments with those of experts, they started noticing significant events faster and were more comfortable in adding timely time‐stamped codings. For example, in her fifth interview, P7 stated that:</p> <p>I was a bit nervous in the first video. Was I doing the right thing? Is there anything that I have missed? Now, coming to the end (of the XBT), I think I can see more easily. I think I am more careful. In fact, I developed in a positive way.</p> <p>The findings from the interviews and think‐aloud protocols indicated that aligning their classroom management noticings with those of experts; developing a great number of similarities with the experts (hit situations) over the XBT process; adding timely comments; and being fast and comfortable in noticing classroom management situations increased all of the pre‐service teachers' confidence in expert‐based noticing of classroom management situations. For example, reflecting on how important it is for her to get closer to the experts' performance during the XBT process, P7 stated in her third interview that 'We are graduating as you know. Well, as I want to perform the teaching profession, being in agreement with an expert encourages me. It helps me to see ahead of me more'. Likewise, in his fifth interview, P2 stated that: 'Well, thought processes can change from person to person; however, when we think that who codes the video segments are experts, a person certainly wishes to develop expert‐like noticing'.</p> <hd id="AN0185619875-20">Discussion and Conclusions</hd> <p>This study was undertaken to explore the effect of video‐annotation with expert‐model feedback, a method of video‐supported expertise‐based training (XBT), on pre‐service teachers' classroom management noticing with a secondary aim to discover whether the XBT has a potential to help pre‐service teachers develop expert‐like classroom management noticing. The data we collected from multiple sources indicated that the use of video‐annotation with expert‐model feedback activated pre‐service teachers' noticing in classroom management and enabled them to demonstrate higher similarity with the experts in terms of their classroom management noticings. It is encouraging to compare the results of this study with those of earlier studies, which suggested that noticing is not directly linked to years of experience and can be learned and developed through professional development (e.g., Gibson and Ross [<reflink idref="bib13" id="ref94">13</reflink>]; Jacobs et al. [<reflink idref="bib16" id="ref95">16</reflink>]). Consistent with the literature, our results have shown that pre‐service teachers' ability to notice can be developed, especially through the use of videos and the related instructional strategies (e.g., Star et al. [<reflink idref="bib28" id="ref96">28</reflink>]; Wessels [<reflink idref="bib35" id="ref97">35</reflink>]). The results of the present study also support evidence from previous observations showing that pre‐service teachers trained using XBT start to demonstrate noticing that is aligned with expert feedback (e.g., Fadde [<reflink idref="bib9" id="ref98">9</reflink>], [<reflink idref="bib10" id="ref99">10</reflink>]).</p> <p>The results initially showed that although the pre‐service teachers focused on teachers and their pedagogy in the initial videos, they started to focus on students and the relation between student actions and teacher behaviours over the XBT process. Similar to our study, Sherin and van Es ([<reflink idref="bib26" id="ref100">26</reflink>]) found that although the teachers focused on what the teachers were doing in the classroom at the beginning of a video club intervention, they started to increasingly focus on the students and their thinking processes over the video club intervention, demonstrating a shift in what they noticed.</p> <p>Our results showed that as the pre‐service teachers tended to code everything rather than coding significant events in the initial video segments, the number of incorrect detection situations was quite high at the beginning of the intervention. However, as the pre‐service teachers increasingly aligned their codings with those of the experts, the number of hits and correct non‐detections increased, whereas the number of misses and incorrect detections decreased. As the pre‐service teachers aligned their comments with those of experts, they became more focused and comfortable in their time‐stamped codings, gradually started to show a greater number of similarities with the experts (hit situations), consistently started to notice noteworthy classroom management situations, and noticed effective and ineffective classroom management practices more equally and faster. The findings showed that all of these positively contributed to the pre‐service teachers' perceived confidence in the expert‐based noticing of classroom management situations. This result is encouraging as trainees are expected to increasingly see, notice and focus on significant events rather than everything over the XBT process, demonstrating a similarity with that of experts (Fadde [<reflink idref="bib10" id="ref101">10</reflink>]) who 'make rapid and largely unconscious decisions that can appear to be intuitive' (Fadde and Sullivan [<reflink idref="bib11" id="ref102">11</reflink>], 160).</p> <p>Although this study was undertaken in a national context with a small group of pre‐service teachers, we believe that it has implications for teacher preparation programmes. The video‐supported XBT could be embedded into classroom management courses to develop pre‐service teachers' classroom management noticing and better prepare them for the real classrooms. Considering that teachers experience classroom management problems partly due to a high focus on theory in teacher education programs (Evertson and Weinstein [<reflink idref="bib7" id="ref103">7</reflink>]; Greenberg et al. [<reflink idref="bib14" id="ref104">14</reflink>]), lack of sufficient practice opportunities (e.g., Grossman et al. [<reflink idref="bib15" id="ref105">15</reflink>]), and thus fewer opportunities for applying theory to practice in real life environments in teacher education programs (e.g., Grossman et al. [<reflink idref="bib15" id="ref106">15</reflink>]), it becomes much more important to provide pre‐service teachers with the opportunity to engage in practice‐based tasks. These tasks will enable them to understand the link between theory and practice, develop their professional vision and trigger their reflective thought processes (Grossman et al. [<reflink idref="bib15" id="ref107">15</reflink>]), which also activates pre‐service teachers' classroom management noticing.</p> <p>As recommended by Star et al. ([<reflink idref="bib28" id="ref108">28</reflink>]), activating teacher noticing specifically in the initial years of pre‐service education plays a significant role. Novice teachers are shown to have the most difficulty with classroom management. This indicates that what is learned in traditional classroom management courses may not transfer to actual classroom practice, mainly because the courses are theoretical and do not contribute much to developing classroom management skills such as noticing. Our results show that this might be solved through the use of authentic videos, which might help pre‐service teachers 'gaining more insights from field observation activities' (Fadde and Sullivan [<reflink idref="bib11" id="ref109">11</reflink>], 160).</p> <p>Developing reflection skills among pre‐service teachers can be challenging (Barnhart and van Es [<reflink idref="bib2" id="ref110">2</reflink>]), possibly due to pre‐service teachers' lack of knowledge on what and how to reflect on while they are observing the lessons (Wessels [<reflink idref="bib35" id="ref111">35</reflink>]). Our results suggest that video‐enhanced XBT enables pre‐service teachers to develop skills to reflect on the whole process. The results of the present study further support the idea that using videos stimulates pre‐service teachers' reflective thought by developing 'a different kind of knowledge for teaching—... knowledge of how to interpret and reflect on classroom practices' (Sherin [<reflink idref="bib22" id="ref112">22</reflink>], 14). Our approach is centered on skill development in authentic settings rather than merely replicating or mimicking actions.</p> <p>Findings also demonstrate and suggest that the application of think aloud protocols to capture both expert and novice approaches to classroom management helps capture the automated classroom management knowledge of experts to help novices benefit from it. In addition, it provides novices with the opportunity to reflect on how increased interaction with expert classroom managers' approaches improves their awareness. Moreover, the use of video supported expertise‐based training (XBT) to enhance the teaching of classroom management skills can serve as an alternative to field experience in emergency remote teaching and learning periods requiring online education, such as the recently experienced Pandemic.</p> <p>Certain limitations affect the generalisability of our results. First, the present study was conducted with a small sample size from two teacher education programmes at a national context. Further experimental studies with larger samples from a variety of teacher education programmes are needed to fully understand the implications of XBT on pre‐service teachers' classroom management noticing. Next, experts who were involved in the coding process in the current study were faculty members who taught classroom management at the university only. Further studies could involve the codings of both faculty members and expert K‐12 teachers.</p> <p>Finally, it was not possible to capture reflections of the experts on comparing their codings with those of the students. It would be interesting to see reflections of experts about pre‐service teachers' coding process in a further study. Future research could also be conducted through experts discussing their ratings with each other and using their agreed‐upon codings and notes.</p> <hd id="AN0185619875-21">Disclosure</hd> <p>Research involving human participants and/or animals: The present study involves pre‐service teachers as participants. Ethical permission to conduct the study was obtained from the Middle East Technical University Applied Ethics Research Centre.</p> <hd id="AN0185619875-22">Ethics Statement</hd> <p>Middle East Technical University Human Subjects Research Ethics Review Committee approval was received with approval numbers 2016‐EGT‐107 and 2016‐EGT‐091 to conduct this research. Informed consent was obtained from each participant using an informed consent form approved by the Middle East Technical University Applied Ethics Research Center.</p> <hd id="AN0185619875-23">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0185619875-24">Data Availability Statement</hd> <p>The authors have nothing to report.</p> <ref id="AN0185619875-25"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref63" type="bt">1</bibl> <bibtext> Funding: This work was supported by the Scientific Research Fund of Middle East Technical University Ankara Campus (Grant number: BAP‐08‐11‐2016‐055) and the Scientific Research Fund of Middle East Technical University Northern Cyprus Campus (Grant number: SOSY‐16‐K‐5). 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  Data: Activating Pre-Service Teachers' Classroom Management Noticing through Video-Annotation with Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus
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  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Iclal+Can%22">Iclal Can</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0466-9687">0000-0003-0466-9687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gokce+Gokalp%22">Gokce Gokalp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8403-5929">0000-0001-8403-5929</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(2).
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  Label: Availability
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Instruction%22">Field Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.70099
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative case study explores the effect of video-supported expertise-based training (XBT) on pre-service teachers' classroom management noticing. Nine volunteer senior pre-service teachers were recruited through maximum variation sampling at an internationally recognised university in Northern Cyprus. Data were collected through time-stamped video codings using Vialogues, an online discussion platform with a video annotation feature; think-aloud protocols; and semi-structured interviews conducted with each participant five times. Data were analysed using adapted versions of van Es' noticing framework and Fadde's signal detection paradigm through inductive content analysis. The results indicated that the use of video annotation with expert-model feedback activated pre-service teachers' noticing in classroom management. Pre-service teachers consistently started to notice noteworthy classroom management situations like the experts as a result of the XBT process. The findings suggest video-supported XBT could serve as a supplementary experience to field experience during emergency remote teaching and online learning periods such as the Pandemic.
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1472660
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        Value: 10.1111/ejed.70099
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Cyprus
        Type: general
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      – TitleFull: Activating Pre-Service Teachers' Classroom Management Noticing through Video-Annotation with Expert-Model Feedback: A Qualitative Case Study at an International University in Northern Cyprus
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