Mentor teachers' self-reflection using video and transcripts: Experiences from action learning in mentor education

Mentor teachers' facilitation of student teachers' reflective growth requires advanced reflective mentoring and teaching competence. While video observation aids in-service and pre-service teachers' development of reflective practice, its use for mentor teachers' learning is less studied, and mentors' use of transcription remains underexplored. This study examines the combined use of video observation and transcription in a Norwegian mentor education program involving seven members in two action learning groups. Through interpretative phenomenological analysis, three interview-themes emerged: a self-challenging learning process, conditions for constructive self-reflection, and feeling like a developing mentor. Findings suggest that a concept of video/transcript-supported action learning enhances mentor teachers' reflective learning. • MTs find video/transcript-based action learning enhancing their reflective process. • MTs value individual and collaborative activities for fostering reflective learning. • MTs perceive video/transcription use as self-challenging and boosting competence.