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

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.