There is a call for a shift in the culture of teacher education towards a greater personal involvement of student teachers in the design, implementation, and evaluation of their personalized learning journey. Along with their emotions and personal needs, student teachers need to explore how their mission influences their professional identities, their behaviour, and competences they develop for their teaching within different environments (Korthagen & Vasalos, 2010). Reflection can be complex and student teachers need guidance through their cognitive thinking, and a space to reflect on their learning and develop their work through continuous feedback (Korthagen & Vasalos, 2010). To create opportunities for student teachers to learn through a dialogue, discussion, and build on one another's ideas, scenario-based learning provides a problem-solving environment, supports students’ progress and can facilitate learning comprehension. The purpose is to present how teacher educators at our university responded to the global realities of teacher education with problem-solving orientation and collective solutions. The aim is to highlight how the focus on the learning processes of students and teacher educators paved the way for improved learning opportunities in web-based teaching. The research built on the methodology of self-study of teacher education practices, which is a frame for practitioners to critically reflect on their practice. The participants were teacher educators and their students. The data were collected in the fall semester of 2021 and included examples of teaching and learning scenarios, reflective journals, students’ projects and Table of contents. The analysing consisted of questioning the data, framing, and reframing individual and team’s interpretations, revisiting the data a couple of times. An informed consent from all students participating was obtained. The findings show how teacher educators moved from the campus to web-based teaching by applying a problem-solving orientation and creative approaches. With the use of diverse tools and applications teachers and their students turned emerging challenges into learning opportunities. Collaborative teaching building on strengths of individual teacher educators and local context helped reaching inclusive and collective solutions and personalisation of learning. Students’ access to digital infrastructure, their online behaviour and teacher educators’ awareness and responsiveness to diverse student realities are crucial factors that influence student engagement and interaction. The research exemplifies local improvements of universal value. Exploring the local particularities of teacher education and critically reflecting on opportunities we provide a forum for knowledge creation that has a potential of a greater, transnational impact in Europe and universally.

Korthagen, F. A. J., & Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 529–552). Springer.