Video pictures speak a thousand words: an empirical study in higher education of the effect of video coaching on teachers' use of instruction strategies and on students' motivation

Teachers in higher education tend to use teacher-focused strategies while teaching. This often has a negative impact on students' motivation. Teachers should therefore make more conscious use of more student-focused, interaction-promoting instruction strategies.
For this study, the following questions were formulated: (1) How motivated are primary school teacher education students for math lessons in the short-term (5 weeks) and medium-term (12 -13 weeks)? (2) Does video coaching help teachers create a realistic perception of themselves about using the instruction strategies during their lessons? (3) How does teachers' use of the instruction strategies develop over time and how does students' motivation develop over the same time course?
It turns out that: (1) when students are actively engaged in the lesson their motivation decreases less rapidly over the medium term than when they are not engaged in the lesson; (2) teachers assess themselves differently on the use of instruction strategies during the lesson than their students; (3) teachers who on average use more instruction strategies during the lesson also on average have more motivated students during the lesson, but also that strategy use among these teachers fluctuates greatly as does their students' motivation.