ABSTRACT
The first case study is about a collective peer teaching design organized as a part of the Practical Pedagogical Education (PPU), one of the largest teacher education programs in Norway. This one-year program qualifies for work in upper primary school, secondary school (grades 5–13 in the Norwegian school system), and adult education. The study examines a peer teaching event that lasted two days and was part of the formal assessment. Groups of two or three students were each given the responsibility for a 25-minute lesson. The data were collected halfway through the program. Seventy-four student teachers were involved in the collective peer teaching, organizing 28 lessons during two days. An online survey, including both close-ended and open-ended questions, was used to map how the student teachers perceived their participation in the peer teaching.
