Learning of teacher-student interaction during a teaching practicum? Effects of video-based peer-coaching on competence self-assessment

University courses rarely focus on teacher-student interaction in the classroom (TSI). Rather, teacher candidates typically learn about this important aspect of professional teaching during field experience. Reflecting upon one’s own teaching experience within university courses requires an innovative learning environment and tools. In the present study, video-based peer coaching was developed to encourage students to reflect on TSI teaching experiences on their own and/or with other student teachers. The results show that student teachers in the intervention group reported higher competence regarding TSI than participants in the control group. They also tend to formulate more questions regarding TSI.