Pre-service teachers are expected to develop their Professional Point of View (PPV) as teachers during their university studies. PPV involves the development of skills aimed to observe, identify and analyse teaching events in a classroom. These university studies include a teaching internship period, where they must train and be evaluated as teachers and, therefore, also put into practice and further develop their PPV.

With the aim of supporting this development via video observation, the “Teaching training Teachers” online platform (Mestres que formen Mestres, MfM) was designed, implemented and experimented with funding of the regional government in Catalonia. In a first phase of the general research (https://mqfm.eu/). In the platform, with a previous written consent from teachers and parents – in the case of showing students’ faces -, real teaching experiences in early childhood, primary education and secondary education are shared in video format. Based on teaching actions derived from the literature review (e.g., classroom management, assessment, attention to diversity), the short video sequences show specific teaching events that could serve as a model for pre-service teachers.

In the second phase of the research, within the frame of the research project for the innovation and improvement of initial teacher training “Teachers training Teachers, experimentation and evaluation of an online platform for teacher co-training” funded by the regional government in Catalonia, the main aim is to pilot the MfM platform for pedagogical experimentation in the initial teacher training.

As part of the actions carried out in this phase, the research team has developed and validated 8 pedagogical strategies to take advantage of the MfM platform and its videos. The strategies are especially designed for their use in the initial teacher training – but also teacher professional development-, based on video observation and analysis. They include a description, learning objectives, cognitive abilities to be developed, the sequence of the strategy, temporalization, type of groups, and resources.

The current study focuses on the pilots of these strategies taking place in different universities from October 2024 until January 2025. These pilots involve a total of 13 educators and 530 pre-service teachers in different degrees of Early Childhood Education, Primary Education and Secondary Education of 6 Spanish universities (4 Catalan universities) and one Chilean university. The pilot consists of three sessions. The first one focuses on the registration of the students in the platform and getting to discover it. The second one is devoted to providing a general overview of the platform, present the pedagogical strategy and students complete a first questionnaire to answer about their perceptions on the use of this platform and about the strategy implemented. In the last one the strategy is implemented, and the students answer a second and final questionnaire on this strategy and the use of the platform.
In this presentation we will present the preliminary results of the conducted pilots.

Acknowledgement:
This publication is part of the 2023 ARMIF 00010 project, funded by the Departament de Recerca i Universitats de la Generalitat de Catalunya.

Keywords: Initial teacher training, teacher professional development, teacher education, video observation, virtual platform.