Videographic analysis for assessment of the external work placements in the initial stages of secondary school teacher training

The emerging technology of digital video (ontologies, speech and image recognition, annotations, and so on) allow new interactions between users, and add new opportunities to the existing advantages of their use in higher education, such as documenting multimedia evidence in the e-portfolios produced by work placement students. In this paper we show the model of use, while indicating lines of research that improve teaching with examples of content analysis, and pedagogical reflections expressed, in the notebook entries of a group of 21 students of the Master's degree in secondary school teaching when designing their lesson plans in their work placements. Among the conclusions, we anticipate that the use of video has been particularly helpful for students who do not come from a degree in education, because pedagogical theorising with image analysis and visual evidence facilitates methodological examples, discussion, argument and internalisation of theoretical and practical models. Therefore, it shows how documenting the e-Portfolios and analyse the placements with video evidence is a methodology, an innovative line of research and a professional competence in the training of secondary school teachers.