Study title

Full edition for public use. The data were collected for the empirical evaluation of a teacher education course on languages in education. The evaluation design consisted of a pre- and post-test (n = 52) with an open questionnaire on four videotaped classroom situations in order to investigate pre-service teachers’ competence development on the basis of changes in their noticing of these classroom situations, so in their ability to 1) identify noteworthy features of classroom interactions and 2) to interpret these features based on their knowledge and experience (van Es & Sherin, 2021). Additionally, in combination with the post-test, stimulated recall interviews (n = 11) were conducted in order to reconstructively infer pre-service teachers’ cognitive processes during the analysis of the videotaped classroom situations. This is the data set from the questionnaire.