ABSTRACT
This chapter shows how one preservice teacher examined positions of facilitative teaching during her time as a student teacher. The chapter illustrates how teachers can use discourse analysis to examine the enactment of a facilitator identity, and explains a transcript from Tim's high school creative writing classroom. It explores how a preservice teacher attempts to take on a facilitator identity, and also examines a transcript from one of Jaina's video-recorded lessons, along with her video analysis. During an English I class period, Jaina recorded a lesson that focused on facilitating a discussion about the tone, mood, and other short story elements of The Scarlet Ibis. Jaina described a facilitator identity as a teacher who has clear direction and teaches students particular concepts. Jaina needed more guidance in examining how her teacher philosophy conflicted with or contributed to their enactments, especially as it related to enacting her desired pedagogy.
