This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management.
A total of 134 student teachers analyzed classroom management from one of three different perspectives:
36, from an observer perspective by viewing videos of unknown teachers (TG-V);
46, from only a protagonist perspective by remembering own teaching (TG-T);
and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT).
An untreated control group (CG) received no classroom management training.
Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach.
Results showed that all interventions fostered strategic knowledge of classroom management.
Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.