Routledge Observing Teacher Identities through Video Analysis: Practice and Implications (Routledge Research in Teacher Education)

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. Review "What a valuable contribution this volume makes. It shows teacher educators how productive interactional awareness can be built and why it’s 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 Michigan, USA "The authors offer compelling research that can help novice and practicing teachers explore their transactions with students and what these say about who they are as teachers and who they wish to be. This book provides the tools -- theories of identity construction and video analysis techniques -- to begin deeply reflective process of how to be better teachers to all students and particularly those in non-dominant communities." - Althier Lazar, Saint Joseph’s University, USA "In their study of how pre-service English teachers use identity as a lens to examine video recordings of their teaching, Vetter and Schieble provide a valuable approach for teacher educators to facilitate future teachers’ awareness of classroom discourse." - Robert Petrone, Montana State University, USA About the Author Amy Vetter is Associate Professor of English Education at the University of North Carolina at Greensboro, USA. Melissa Schieble is Assistant Professor of English Education at Hunter College of the City University of New York, USA.