The training intervention model based on video analysis aimed at university teachers to promote their teaching skills was defined on the basis of the following theoretical and methodological guidelines:
adoption of an active and participatory approach in which the expert/trainer takes on the role of "facilitator" to guide and support teachers in the analysis and critical reflection on teaching for the improvement of their practices;
in line with this approach, use of video as a "springboard" for analyzing and discussing authentic examples of "ordinary" classroom situations, not for showing “exemplary" or excellent teaching practices;
use of videos of "other" university teachers, external to the group of teachers participating in the training: this facilitates the appropriation of a method for analyzing professional practices and promotes greater involvement of teachers in peer discussions and critical reflection on the videos observed;
use of "guides" or "lenses" provided to teachers to support and structure the observation, analysis and reflection processes;
enhancement of the interaction between the participating teachers and between them and the trainers as opportunity for shared analysis and reflection useful to promote the change of teaching beliefs and practices.