Observing Teacher Identities through Video Analysis Practice and Implications [Hardcover]

Teaching is often seen as an identity process, with teachers constructing and enacting their identities through daily interactions with students, parents and colleagues. This volume explores how conducting video analysis helps teachers gain valuable perspectives on their own identities and improve classroom practice over time. This form of interactional awareness fosters reflection and action on creating classroom conditions that encourage equitable learning.

The volume follows preservice English teachers as they examine video records of their practice during student teaching, and how the evidence impacts their development as literacy teachers of diverse adolescents. By applying an analytic framework to video analysis, the authors demonstrate how novice teachers use positioning theory to transform their own identity performance in the classroom. Education scholars, teachers and professional developers will greatly benefit from this unique perspective on teacher identity work.

1. Introduction  2. Identity and Positionality: A Framework for Video Analysis of Teaching  3. Positions of Power  4. Positions of Advocacy  5. Positions of Facilitative Teaching  6. Positions of Critical and Racial Literacy  7. Implications for Identity Work and Video Analysis in Teacher Education

What a valuable contribution this volume makes. It shows teacher educators how productive interactional awareness can be built and why its worth the trouble. As the authors point out, discourse analysis is difficult and tedious work, yet key to teachers decomposing and improving their practice. By integrating theories and methods central to the creation of egalitarian, dialogic classrooms, without over-complicating or over-simplifying, the authors show us how to give teachers constructive tools for their pedagogical growth and regeneration. - Lesley A. Rex, University of Michiganlƒ,