Enhancing Pre-Service Teachers’ Reflective Competence Through Structured Video Annotation

We examined the effects of a digital reflection and feedback intervention for pre-service teachers during a five-month school placement (Praxissemester) in Germany. Three reflection formats were compared: text-based memory protocols (control), unguided viewing of self-recorded lessons, and a structured digital video annotation (DVA) format. Fifty-five secondary teacher candidates were randomized into the three conditions and completed a validated, video-based Analysis-Competence Test before and after the semester. Repeated-measures ANOVA and mixed models showed robust overall improvement in global analysis competence across all groups. For process-oriented reasoning (whole-lesson reflection), both video-based formats showed significant within-group gains that were descriptively larger than those of the text-based control, although between-condition differences were not statistically significant; for synthetic competence (focused on specific lesson situations), the annotation group and the text-only control improved significantly, whereas the video-only condition did not, with the structured annotation group achieving the largest within-group gains and a trend-level advantage in higher-order reflection. Between-group effects did not reach conventional significance in either rmANOVA or the mixed models, though trends favored the annotation scaffold. These findings suggest that time-stamped, theory-aligned scaffolds can help pre-service teachers move beyond surface-level description toward deeper, theory-informed reflection in practicum settings.