Abstrakt
The contribution is devoted to the problem of linking theoretical and practically oriented preparation of future English language teachers through differently designed video clubs. The implemented video clubs differ mainly in the type of video recordings used in them, which students systematically reflect on during the video clubs, either video recordings of others' teaching or video recordings of their own teaching.
The focus of our research interest lies primarily in developing a professional vision of student teachers as a bridge between professional knowledge and professional action. The research investigation aims to reveal the influence of the different video clubs on the students' ability to notice what is important in teaching and consequently to reflect on what they have seen, thus, both dimensions of professional vision are addressed, noticing as well as knowledge-based reasoning.
The results of this investigation uncover the potential of different types of video clubs or video interventions for the professional development of student teachers.