Peer-Review–Based Instructional Intervention for Refining Educational Problem Identification in Teacher Practicum II

Practicum II with a cohort of twelve student teachers. The intervention was designed to support the refinement of educational problem identification through an anonymous peer-review process using a shared digital workspace. Rather than reporting research findings, this report provides a detailed account of the instructional design, implementation process, student engagement protocol, and the types of data generated through the intervention. The report aims to offer a transferable model for teacher educators interested in practice-based and process-oriented approaches to developing professional noticing and problem identification skills.