Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations
Abstract
This study examines the potential of peer mentoring conversations through the use of a video-based learning design in Norwegian teacher education. Student-teachers used classroom videos of their own teaching as a basis for reasoning about the core practice of classroom discourse. The study adapts an existing framework to measure the quality of student-teacher reasoning in six peer mentoring groups, and the same framework is utilized as an analytical stance in the micro-analyses of selected excerpts. The findings show that student-teachers are able to conduct high-quality conversations during peer mentoring and point to the important role of structural and conceptual support.
Fields of Study & Subjects
Teacher Education and Leadership Studies
Reflective Practices in Education
Evaluation of Teaching Practices
Publication details
- Journal / source
- Journal of Teacher Education
- Volume
- 77
- Issue
- 3
- Pages
- 243–255
- Publication date
- 15 March 2026
- Language
- EN