ABSTRACT
This chapter describes the importance of providing structured opportunities for preservice teachers to engage in identity work through video analysis. Without data of classroom interactions through modes including video, preservice teachers rely on memory and their construction of events to engage in reflection of teaching and learning. Teacher educators can provide that support during teacher education courses. The use of discourse analysis with video in teacher education to foster identity work or teacher development in general is a growing area for researchers. Transcribing and analyzing video-recorded interactions is tedious and difficult work, especially when novice teachers are still learning how to create lessons and manage students. In particular, this assignment challenges students to think critically about both interactive and reflective positionings related to the language they use. Most likely, these are new ways of thinking for student teachers and their first attempts will be surface-level.
