Pre-service teachers' meaning-making when collaboratively analysing video from school practice for the bachelor project at college

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The study follows a group of student teachers (STs) facilitated in collaboratively
analysing video recordings of their school practice experiences, required for their
bachelor projects. Their meaning-making is examined in terms of what they
experienced as outcomes, how they constructed understanding and how their
interpretation of classroom experiences developed. The findings reveal that the
structured collaborative analysis supported the STs in a more nuanced consideration
of concrete incidents and in reconstructing their experiences with a focus
on student learning. They noted the benefit of the peer support and had a positive
view of the structured approach. Additionally, they emphasised insights
gained by starting from a fine-grained analysis of concrete problems encountered
in their school practice before applying theory. They did, however, resort to
more general abstractions in their reports.
TidsskriftEuropean Journal of Teacher Education
Sider (fra-til)341-357
Antal sider18
StatusUdgivet - 2015


  • læreruddannelsen
  • praktik
  • metode