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.