During their teacher education, students need to learn to transform professional knowledge into their own teaching practice. As a teacher, the ability to reflect on and discuss your professional development is essential throughout your entire professional life as a way to develop teaching and enhance student learning. This ability is also a main learning objective for student teachers during their practical placement in this study. However, when assessing students' tasks, where students are supposed to discuss their professional development, teacher educators have identified that students have difficulties in concretizing their own experiences and using them in order to identify the next step in their professional development. This difficulty is also confirmed by previous research. There is, however a need to study how teaching can be implemented in order to address those difficulties and the aim of this study is to contribute to such knowledge. Therefore, we have conducted an intervention study (a learning study) where researchers and teacher educators have collaborated systematically in one cycle to plan, implement and revise teaching by using variation theory as a theoretical framework. At the core we have the object of learning, which in this study is students’ ability to discuss their own professional development and, by identifying critical aspects of the object of learning, i.e. what students need to learn and what may be difficult to learn, teaching was planned and implemented. In order to see what was made possible to learn, students’ written assignments were analyzed and at the conference we will present preliminary results from this study. This study is part of a larger project and the results can contribute both to a research field where there is a lack of research and to developing teacher education in relation to students’ practical placement.