Peer assessment of classroom videos as preparation for student teachers' future profession

Researchers and policymakers have emphasized that universities, particularly teacher education programs, could explore new ways to facilitate professional learning, reducing the persistent theory-practice gap, promoting coherence in teacher education, and preparing students better for a rapidly changing professional landscape. To address this, we implemented a video-based learning (VBL) design, in which student teachers recorded their own teaching during school practice and later discussed the video clips in online peer assessment seminars. A reflexive thematic analysis revealed patterns in the overall material, for example that the students were eager to discuss how to create a socially safe climate for their pupils' learning. In-depth analysis of interactions illuminated how they collectively engaged in professionalizing. After observing the video clips, the students identified how professional skills could be refined, raised critical questions focusing on future development, and sometimes linked theory to the observed practice. However, they did not exhibit ‘out-of-the-box’ thinking. Thus, the study identifies a method to integrate real-world school practices into teacher education to professionalize the teacher role. It also suggests that redesigning the VBL approach could better prepare students for a work life characterized by complexity and change.