The analysis of the videos offers the possibility to illustrate theoretical contents of the training by means of concrete practical cases and thus to meet the demand for a stronger theory-practice link also in the field of digital education. In videography-based teacher education, analytical competence can be promoted by focusing on certain teaching features and their implementation in authentic video-based cases (Gold et al. 2013; Stürmer et al. 2013).
In terms of developing diagnostic competence, instructional videos from mathematics and English classes will be used to analyse situational conditions and opportunities for student learning in relation to the teacher's instructions and tasks (van Es and Sherin 2010).