Abstract
Video recordings and discussions amongst colleagues are particularly suitable for teachers to reflect on their teaching experiences: Video recordings allow for repeated viewings with a specific focus, and the professional exchange amongst colleagues may encourage the co-construction of knowledge. So far, however, there is little documented experience on how such conversations about teaching can be beneficially structured and moderated. The following article addresses these questions. Based on retrospective interviews on the individual experience of both local and international discussions within the Erasmus+ project LEELU, it asks for suggestions that can be made for the design of pair and group interactions by focusing on the aspects of collegiality, experiential knowledge and analytical-critical argumentation.
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