De Simone, SorayaSorayaDe SimoneHoznour, Pia-IngridPia-IngridHoznour2026-02-192026-02-192025-11-062046-8253https://hdl.handle.net/20.500.12162/15635Purpose This study is set in French-speaking Switzerland, in initial teacher education (ITE). It aims at getting an insight into how mentor and preservice teacher's (PST) post-lesson talks impact learning with both participants, and how preparing these interviews impacts the quality and quantity of thought processes and types of knowledge used by both parties. It also aims at looking into connections between thought processes and types of knowledge used by mentors and PSTs. Design/methodology/approach To achieve this, banking on the known benefits of Lesson Study on learning, the process has been transferred to interviews, creating Mentoring Conversation Studies (MCS). The scrutinised part is not the research lesson, but the mentor-preservice teacher interview. Recorded interviews over three loops of MCS were transcribed and coded for thought processes and types of knowledge. Findings Analysis of speech in the interviews showed a shift in types of knowledge and thought processes over the three loops of MCS towards more complex cognitive abilities and higher-level thought processes. It was also found that the use of tacit knowledge was in negative correlation with higher-level thought processes and complex cognitive abilities. Originality/value Adaptation of LS to replace the research lesson with an interview is original. Using the collective reflexive dimension of LS combined with an iterative inquiry-based loop to study how ITE in its alternating placement system can be made more relevant for PSTs is new. Looking into how to make academic knowledge relevant in everyday practice is paramount to make ITE efficient and our teachers better.enType de référence::Article dans une revue scientifique10.1108/IJLLS-08-2024-01902046-8261