Abstract
The narrative dimension allows us to understand reality and to organize knowledge in a hermeneutical and open way. It is also able to generate reflective learning and to stimulate skills that are not necessarily subject related. When narration turns into video narration, video production and artefact building processes can promote the development of soft skills, to be improved during the academic path and put into practice in future professional actions. This article presents the main results of an empirical study of a blended/hybrid digital video-narrative laboratory proposed to 132 university students doing undergraduate initial teacher training, extrapolated from a wider mix-method research study conducted at the university level. The study currently has the limitations of focusing on a single teaching area, but the encouraging results could be a stimulus to expand research on the use of video across the entire teacher training curriculum.
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