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 is often seen as an identity process, with teachers constructing and enacting their identities through daily interactions with students, p...