<p>Effective feedback as a&#xa0;core practice is crucial for learning and constitutes an essential component of teachers’ professional competencies. However, providing high-quality feedback is demanding and should therefore be fostered during university teacher education. The use of classroom videos has proven effective in promoting practice-related skills, yet the effectiveness of different observational methods remains unclear. This quasi-experimental study with pre-post control group design investigates the extent to which students’ (<i>N</i> = 226) conceptual knowledge and professional vision regarding feedback can be enhanced through participation in different video-based seminars. The intervention conditions varied in the degree of structure in their observation methods. In addition to a&#xa0;highly structured observation using low-inference coding (<i>n</i> = 58), a&#xa0;structured observation via high-inference rating (<i>n</i> = 58) and an open, question-guided observation (<i>n</i> = 55), a&#xa0;control group (<i>n</i> = 55) received no video analysis. The results show that students in all intervention conditions improved in terms of their conceptual knowledge and professional vision, with structured observation methods yielding particularly strong benefits. The findings highlight the importance of goal-oriented observation tasks and systematic learning support and emphasize the value of in-depth engagement with classroom videos and, consequently, with the content being analyzed.</p>