Preparing Prospective Counselors for Classroom‐Based Career Guidance Using Video Vignettes—Mechanisms and Effects

ABSTRACT Career guidance in schools is often delivered by counselors who take on instructional roles. Video vignettes are widely used in teacher education. We developed vignettes for counselor training in classroom‐based guidance in Germany. This study examines how prospective counselors engage with these vignettes and how this relates to changes in self‐efficacy and professional behavior. A mixed‐methods design was employed, combining pre–post questionnaires with interviews and written reflections. Results indicate increased self‐efficacy in career guidance (Vocational Orientation Competencies and Didactic Skills) and teaching (Teaching Self‐Efficacy, Classroom Management, and Cognitive Activation), as well as improved awareness of classroom scenarios. Qualitative findings further highlight the role of structured reflection and discussion in supporting learning processes. Overall, the findings underscore the potential of video vignette‐based learning as a practice‐oriented approach to counselor education.