Work

Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations

Year: 2026

Type: article

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.

Source: Journal of Teacher Education

DOI: 10.1177/00224871261424913

Authors: Katrine Nesje, Torunn Aanesland Strømme

Institution: University of Oslo

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,900