Purpose: The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The author makes an account of the development of the concept of pedagogical capital and relates it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers' pedagogical capital. Design/methodology/approach: This paper has undertaken comparative analyses of the research and empirical data. Findings: The author has identified three dimensions of pedagogical capital: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications: The author finds potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications: These methods could be used for school development purposes as well as in teacher education. Social implications: The aim of this paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value: The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.