Preservice teachers’ use of a mobile app to capture learning moments in the workplace

This exploratory study investigates preservice teachers' use of a mobile application to capture workplace learning moments as a resource for professional development. Conducted within a Dutch teacher education program, the study analyzed entries recorded in the app, complemented by a questionnaire on students' experiences. Participants considered the app accessible and useful for noticing learning moments that might otherwise remain unnoticed, which subsequently served as input for reflection on practice. Most of the recorded moments related to classroom management and were predominantly associated with positive emotions. These were largely triggered by preservice teachers’ own experiences in practice, with fewer stemming from interactions with others and very few linked to theoretical knowledge. The findings suggest that the mobile app can strengthen recognition of meaningful learning moments in the workplace when integrated into guided reflective practice. However, effective use requires embedding the tool within a structured and comprehensive mentoring framework. • Preservice teachers used a mobile app to capture learning moments in the workplace. • Preservice teachers see the app's value as a tool for capturing learning moments. • Registered learning moments were largely grounded in classroom management practice. • The app recorded few learning moments that were initiated by theory. • Effective use of the app requires embedding within a broader mentoring framework.