Developing mentoring competence with practice videos: Perceptions related to technology use

Mentor educators strive to develop learning designs enhancing competence relevant for future mentors of new teachers. By zooming in on mentor students' perceptions and emotions, especially related to technology use, we acknowledge the complexity of video based learning designs. This work illuminates innovation in mentor education by investigating mentor students’ experiences with video based learning designs developed to enhance mentoring competence. Data consists of open ended survey data from 57 mentors describing experiences related to learning designs consisting of several integrated elements such as filming of mentoring, analysis of film, peer collaboration, theory use, and paper writing. The work uses theory of technology acceptance as point of departure to investigate perceptions of technology use. Theory of practice architectures is used to illuminate use of technology in complex learning designs as arrangements for practice that can enhance mentors professional development. Findings indicate how video based learning designs can afford new insights and professional development, if use of video is carefully designed for. The importance of taking affective aspects into consideration when designing for technology use, is highlighted. • Use of practice videos have been found to hold potential for professional learning. • This work investigated use of practice videos in mentor education learning designs. • Findings support the assumption of practice videos as potent sources for reflection and learning. • Affective aspects and technology demands is essential in video based learning designs.