[en] The sustainable use of digital media and the conception of effective task designs are relevant aspects for the learning outcome in the training of future teachers. To model professional action competence, video-supported learning opportunities are increasingly used today to train professional perception and reflexive confrontation with new knowledge, convictions and experiences from teaching. So far, however, there is a lack of empirical studies that systematically take into account effective design elements of innovative learning environments for the promotion of reflexive practice, such as blended learning, social video learning and ePortfolio
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