| Summary: | Video-supported reflection supports the professional development of student teachers and is a natural part of teacher education. The study aims to find out teacher education students’ opinions about recording their teaching and analyzing it, to describe the experiences of recording and analyzing the videos, and to systematize their main areas of learning and development. Based on this, future video-based analysis tasks in teacher training could be planned more effectively. One hundred thirty-six teacher education students carrying out their teaching practicum participated in the study. Data was collected via a questionnaire after the teaching practicum (practical teaching course). The answers to the open questions were analyzed using the qualitative content analysis method, and the results of the answers to the closed questions are described using frequency indicators. The results show that the teacher education students who participated in the study expressed neutral opinions and positive expectations, as well as hesitation, uncertainty, discomfort, and fear before the first-time recording of their lesson and its analysis. For most of the study participants, the experience of recording and analyzing their lesson and observing a fellow student’s lesson video was helpful and increased their self-confidence. The discussion highlights the possibilities of making the experience of video reflection more supportive and useful for teacher education students.
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