The state funded project ‘Professional teacher actions to promote subject-related learning under changing social conditions’(ProfaLe) aims at improving teacher education at Universität Hamburg at various levels. One goal, amongst others, is to intensify the cooperation between University lecturers and mentors within school practical activities during teacher education. Both teachers and students shall develop their professional competence based on common reflections.

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Teacher training runs the risk of producing "inert knowledge" (Renkl, 1996). Furthermore, current research approaches based on a complex concept of competence focus on the problem of transforming competence into performance. Teachers state that in practice they rarely orient themselves to theories they had developed during their studies (Blömeke, Gustafsson and Shavelson, 2015).
Facing the uncertain transition from knowledge to action, the training of teachers in many European countries is subject to criticism, although so far its effects haven`t been empirically investigated on a larger scale (Townsend & Bates, 2007). Thus, the question which content knowledge (CK), pedagogical content knowledge (PCK) and general pedagogical knowledge (GPK) should be acquired by teachers and how it can be linked up for teaching practice has just recently been regarded as an important research subject (Larcher & Oelkers, 2004, Kunter & Baumert, 2006; Blömeke, Kaiser & Lehmann, 2010).
Thereby the common core of most recent studies is the reference to Shulman's description of PCK (1987) as a "special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding". However, there is no common consensus on the facets of this construct (Depaepe, Verschaffel, Kelchtermans, 2013). Current approaches distinguish between a cognitive and a situated paradigm regarding the conceptualization of PCK: “whether (…) knowledge in teaching is located ‘in the head’ of the individual teacher or is somehow a social asset, meaningful only in the context of its applications.” (Rowland & Ruthven, 2011).
Based on the concept of noticing, current studies distinguish three facets of the teacher's perception: perceiving particular events in an instructional setting, interpreting the perceived activities in the classroom and making decisions related to teaching situations (PID) (Carter et al., 1988; Van Es & Sherin, 2002; Sherin, Jacobs & Philipp 2011; Erickson, 2011; Neuweg, 2011). The availability of these behavioural representations, which are close to the situation, essentially determines whether the transformation of competence into performance is successful. Therefore, the promotion of PID-related competencies is a key development goal to reduce the already described discrepancy between university-acquired professorial knowledge and the knowledge that is relevant in school practice. In this regard, recent findings show clear differences between experienced (experts) and less experienced teachers (novices) whereby experts have a richer repertoire of teaching-learning strategies and show broader skills to anticipate teaching situations (Berliner, 2001, Chi, 2011).

Based on the outlined theoretical framework this study attempts to answer and confirm the following research question and assumptions:

How can the planning and coaching competence of student teachers and mentors be supported within joint training settings?

A1: Lesson planning based on approaches of the content-focused coaching supports the planning and coaching competence of student teachers and mentors simultaneously.

A2: Working with annotated video portfolios promotes the planning competence (PID) of student teachers.

A3: By working on a research question focusing on a specific facet of lesson planning, the planning and coaching competence of student teachers and mentors can be promoted simultaneously.

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