A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice
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.
Reference
Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. http://dx.doi.org/10.1177/0022487115573264
Journal
Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- northeast US
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
30
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- online discussions
- University coursework assignment (e.g. writing/project done for a grade)
- Video
Data Analysis Tools
- Case study analysis
- Discourse Analysis (Gee, 1999 framework)
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"In what ways did one preservice teacher engage in identity work through the discourse analysis of classroom interactions?" (p. 246)
Is this research question explicit from the manuscript? Yes
"What micro- and macro-level supports
and constraints (e.g., language choices and school
policies) shaped these interactions?" (p. 246)
Is this research question explicit from the manuscript? Yes