design and learning design than in educational activities where teachers and stu-
dents tend to collaborate more closely. On the other hand, the teaching design
afforded a space of freedom for the students; they could explore the video case and
integrate knowledge from different sources, angles, and perspectives, i.e. a series of
second stimuli.
Organizational aspects were also of importance for how the teaching design’s
intended integration was appropriated and transformed by the students into an
accomplished integration in the learning design. The students were given a strictly
limited time for the analysis of the case and the production of their text. However,
since the task was known in advance the students—albeit to a varying degree—took
the opportunity to prepare themselves by working out templates of knowledge
integration related to different themes and situations. Thus, the instructions com-
bined with the restricted time limits served as tools for stimulating the students to
process integration in advance. When the video case was introduced in the exam
situation the students renegotiated the suggested object and developed or expanded
the object in a variety of more selective and specific directions (Vestøl 2014 ).
While some students based their knowledge integration in a concept or central
issue from theirscientific subjectwhich they subsequently elaborated in light of
pedagogical concepts and practical knowledge, others chose a concept or issue from
pedagogywhich they then related to a subject topic and practical knowledge. Some
students were interested in an observed phenomenon ofeducational practice(from
the video case) which they sought to clarify through the use of pedagogical con-
cepts and link to aspects of subject knowledge, while others undertook anexplo-
rationof concepts or issues of importance and relevance that were not particularly
well developed in the study literature and sought to clarify the meaning and
importance of such issues and concepts by relating them to elements from different
knowledge domains.
This range of knowledge integration trajectories indicates a diversity of inter-
actions between the task and instruction as stimulus 1 and the responses afforded by
a series of stimuli 2. According to interview data some of this diversity may be
rooted in the ways student teachers prepared for dealing with knowledge integration
during the weeks before the exam when (some) students developed maps and
sketches of concepts based on stimuli 2 (literature). In the exam situation, the video
case as an additional stimulus 2 was given a vital function, and although the
interviews did not investigate the impact of the video case in detail the informants
gave accounts of how the video case contributed to the work process:
Student 1D: I think that the video gives us the possibility to interpret it ourselves; a written
[case] is sort of a fulfilled interpretation of the situation
Student 2A: I think it was very good to have something that concrete and practical as a
basis for the writing since it made it sort of easier to get started with a real discussion
Student 2D: [...] I am very much in favour of having a digital home exam because it is a
good way of uniting theory and practice, it is not only theoretical because you see a
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