A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities with Practice

Autor/inn/en	Schieble, Melissa; Vetter, Amy; Meacham, Mark
Titel	A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities with Practice
Quelle	In: Journal of Teacher Education, 66 (2015) 3, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115573264
Schlagwörter	Discourse Analysis; Video Technology; Classroom Communication; Beginning Teachers; Case Studies; Student Teaching; Professional Identity; Teacher Education; Qualitative Research; Teacher Student Relationship; Parent Teacher Cooperation; Peer Relationship; English Teachers; Student Teacher Attitudes; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Diskursanalyse; Klassengespräch; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Teaching practice; Unterrichtspraxis; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Peer-Beziehungen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	The authors present findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. The research relies on the theoretical concept that learning to teach is an identity process. In particular, teachers construct and enact their identities during moment-to-moment interactions with students, colleagues, and parents. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities (facilitator and advocate) during student teaching. Implications suggest that using discourse analytic frameworks to analyze videos of instruction is a generative strategy for developing candidates' interactional awareness that impacts student learning and the nature of classroom talk. Overall, these tools support novice teachers with the difficult task of becoming the teacher they desire to be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01