Exploring Norwegian Student-Teachers' Reasoning When Using Classroom Videos in Peer Mentoring Conversations
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| Title: | Exploring Norwegian Student-Teachers' Reasoning When Using Classroom Videos in Peer Mentoring Conversations |
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| Language: | English |
| Authors: | Katrine Nesje (ORCID |
| Source: | Journal of Teacher Education. 2026 77(3):243-255. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Student Teaching, Foreign Countries, Student Teacher Attitudes, Thinking Skills, Abstract Reasoning, Video Technology, Technology Uses in Education, Peer Teaching, Mentors, Interpersonal Communication, Preservice Teacher Education |
| Geographic Terms: | Norway |
| DOI: | 10.1177/00224871261424913 |
| ISSN: | 0022-4871 1552-7816 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501834 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0022-4871 1552-7816 |
| DOI: | 10.1177/00224871261424913 |
