Promoting student teachers’ lesson analysis skills is one of the major elements of teacher education as it provides student teachers with feedback on planning and interaction phases of instruction.  There are numerous studies that focus on issues related to teaching lessons and their analysis or promoting teachers’ reflective thinking in general (for example, Eilam and Poyas 2006, White 2009). However, empirical studies, in which the promotion of lesson analysis and observation skills is based on specific instructional models, are less common.  
In a study of teachers’ perceptual and thinking skills, when asked to comment videotaped lessons, teachers mentioned classroom activities that can be mostly identified as the instructional events in Gagné’s model of instructional unit (Krull et al. 2007). These instructional events are gaining attention, informing the learner of the learning objectives, stimulating recall of prior learning, presenting the material for learning, providing learning guidance, eliciting performance, providing feedback, assessing performance and enhancing retention and transfer (Gagné 1985; Gagné & Driscoll 1988).  The rest of the comments can be distributed into two additional categories that are related to organisation and management of general class activities and to the general teaching strategy and classroom atmosphere (Krull et al. 2007).  The study also revealed that expert teachers commented on lesson events more frequently and their comments were more relevant than that of beginning teachers. This difference was appeared in all lesson events reflected in Gagné’s model of instructional events. In the second study, an experimental training course was carried out with student teachers. The experimental intervention consisted in student teachers’ participation in three sessions involving procedures of the guided analysis of videotaped lessons and writing lesson analysis reports. Although the experimental group progressed more than the control group, as was revealed by the qualitative content analysis of lesson analysis reports written in the beginning and end of training sessions, its progress in lesson analysis skills was relatively modest in comparison with the control group that did not participate in the training sessions. A hypothetical explanation for the student teachers’ rather poor progress was lack of quality supervision and feedback on student lesson analysis reports written for training purposes. The actual training procedure foresaw three sessions of observing and analysing videotaped lessons (Krull et al. 2010). By end of every session student teachers submitted their lesson analysis reports in correspondence with given guidelines. According to these guidelines student teachers had to comment on the presence and delivery quality of critical instructional events. Unfortunately, when the experiment was carried out the researchers, due to the lack of resources, could not sufficiently pay attention to the analysis of the submitted training reports with participating student teachers.
The aim of this paper is to analyse the lesson analysis reports written by student teachers in training sessions with a purpose of improving the quality of training students’ skills of lesson analysis.     

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