Abstract
In the author’s study, a protocol that asks a teacher to think aloud while observing a video recording of his or her
teaching was used with two mentors working with a cohort of pre-service teachers. Mentors revealed much about
their overall approaches to teaching Bible as well as some more detailed craft knowledge for novices. However,
novices found the videos with transcripts of mentor-teacher think-alouds not entirely satisfying, both because
novices became preoccupied in evaluating the teaching they saw and because mentor comments did not address what
most struck the novices about the teaching episodes. The paper concludes with a discussion of how this technique
surfaces not only knowledge about teaching, but more subjective assertions, beliefs, and orientations for discussion,
which may be perceived differently by different audiences.