Abstract
<p>This qualitative study was conducted to evaluate the operational framework of "Image Pedagogy." Utilizing an Observation–Analysis–Synthesis protocol, three strategic films were analyzed as dedicated pedagogical laboratories. The findings indicate that exposure to cinematic narratives significantly improves pre-service teachers' capability to differentiate "environmental noise" from "pedagogical signals" based on the Signal-to-Noise Ratio (SNR) model, inducing a cognitive transformation from "emotional descriptivism" to "strategic analysis." The results demonstrate that this approach, by redefining "professional experiences," provides a safe environment for encountering classroom crises and enhances educators' managerial competencies under conditions of acute uncertainty.</p>