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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.
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.
Learn how to foster critical conversations in English language arts
classrooms. This guide encourages teachers to engage students in
noticing and discussing harmful discourses about race, gender, and
other identities. The authors take readers through a framework that
includes knowledge about power, a critical learner stance, critical
pedagogies, critical talk moves, and vulnerability. The text
features in-depth classroom examples from six secondary English
language arts classrooms. Each chapter offers specific ways in
which teachers can begin and sustain critical conversations with
their students, including the creation of teacher inquiry groups
that use transcript analysis as a learning tool.Book Features:
Strategies that educators can use to facilitate conversations about
critical issues. In-depth classroom examples of teachers doing this
work with their students. Questions, activities, and resources that
foster self-reflection. Tools for engaging in transcript analysis
of classroom conversations. Suggestions for developing inquiry
groups focused on critical conversations.
Learn how to foster critical conversations in English language arts
classrooms. This guide encourages teachers to engage students in
noticing and discussing harmful discourses about race, gender, and
other identities. The authors take readers through a framework that
includes knowledge about power, a critical learner stance, critical
pedagogies, critical talk moves, and vulnerability. The text
features in-depth classroom examples from six secondary English
language arts classrooms. Each chapter offers specific ways in
which teachers can begin and sustain critical conversations with
their students, including the creation of teacher inquiry groups
that use transcript analysis as a learning tool.Book Features:
Strategies that educators can use to facilitate conversations about
critical issues. In-depth classroom examples of teachers doing this
work with their students. Questions, activities, and resources that
foster self-reflection. Tools for engaging in transcript analysis
of classroom conversations. Suggestions for developing inquiry
groups focused on critical conversations.
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