In this study, the authors explored preservice teacher’s beliefs about conducting discussions and the potential of videocase construction for supporting teacher learning by investigating the following question: ‘To what extent and how does making a videocase help preservice teachers investigate
their facilitation of a subject‐specific discussion?’ This study revealed that all five interns gained insights about how they lead discussions by constructing and discussing their videocase. The study also suggests several areas that require further attention in preparing preservice teachers to lead discussions in subject matter contexts. More