ABSTRACT
In this chapter, we present insights from an innovation using digital video assessment conducted in a teacher education (TE) program at the University of Oslo. In this project, student teachers’ own practice videos are used in formative assessment conversations between student teachers and campus- and school-based teacher educators, as well as in peer assessment seminars with other student teachers. The chapter reports on a study examining how a video-based peer assessment design to promote student teachers’ reflection on and learning about teaching. Using Neil Mercer’s analytical framework to analyze the quality of various types of talk, we examine the quality of peer assessment dialogue based on authentic practice videos. The analyses show that peer assessment dialogues can take the form of accumulating talk and exploratory talk. We argue that peer assessment dialogues that take the form of exploratory talk can also be characterized by reflection and that authentic practice videos strengthen the coherence of fieldwork and coursework for student teachers. Practice videos are a new and flexible representation of the TE knowledge domain, and authentic practice videos provide new spaces for collaboration between campus-based and school-based teacher educators, fostering a common language for teaching.
