Research increasingly highlights the power of video for teacher learning (Borko, Koellner, Jacobs, & Seago, 2011). Summarizing this body of research, Gaudin and Chaliès (2015) find that the use of video gives teacher (candidates) opportuity to learn to pay attention to selective classroom events, and to reason around these – and they argue that these are desisive abilities for learning to teach. Many argue for a combination of video during coursework and fieldwork (e.g., Borko, Jacobs, Eiteljorg, & Pittman, 2008; Lampert et al., 2013). In this paper, we report on a case study examining the research question: What characterizes TCs’ reasoning around videos of teaching across coursework and fieldwork? This study is set within an integrated 5-year teacher education program at a Norwegian university, in the candidates’ 6th and 7th semesters in courses of pedagogical content knowledge in Norwegian Language Arts in one cohort in 2020. One TE and 30 TCs participated. Six candidates were followed into their fieldwork. During coursework, we used videos of teaching focusing on specific features of scaffolding techniques (i.e., teachers’ use of modeling, strategy use and instruction, and feedback (Grossmann, 2015). During fieldwork, the candidates videotaped three lessons where they planned to enact the scaffolding techniques, and they made screen recordings of video-based conversations with their mentors after every lesson. In this paper, we report on five coursework lessons (n=450 minutes), as well as 15 mentor conversations (n=360 minutes). All data are transcribed video data, analyzed using the software NVivo12. We used an analytical framework on reasoning adapted from van Es (2011), in combination with codes on contextual factors (based on arguments from for instance Kennedy, 2016; Zeichner, 2012). Initial findings indicate that during coursework, candidates were able to identify and describe scaffolding practices in the videos. They also reasoned around these events, supported by evidence from the video and theoretical terms related to scaffolding. Still, they seldom connected their reasoning to the contextual factors of the lesson, such as student needs or instructional purposes. This stands in stark contrast to the candidates’ reasoning around their own videos during fieldwork, where they were much more attentive to these contextual factors, but seldom used evidence from their videos to ground their interpretations. Our findings indicate the importance of being aware of the different roles that the use of video can play in the two settings of teacher education.

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