Leveraging Retrospective Video Analysis to Facilitate Peer Coaching Within Literacy Teacher Preparation

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Diverse Pathways in Teacher Preparation: Personality Traits, Planning Competence, and Innovative Professional Learning Communities (Table 8)

Abstract

To disrupt negative discourse around the failures of teacher preparation, scholars have called for more innovative and democratic approaches to preparing preservice teachers for the workforce. One approach that disrupts traditional, hierarchical modes of teacher learning is through peer coaching. Using a case study design, we examine the benefits and constraints of incorporating a reflection tool, retrospective video analysis (Mosley Wetzel et al., 2017), into peer coaching sessions. Data include 90 peer coaching survey reflections and 15 hours of audio recordings from peer coaching sessions. Data analysis revealed multiple benefits including PTs’ collective knowledge-building by focusing on the embodied nature of teaching, literacy pedagogical content knowledge, and responsive instruction. Constraints included an overemphasis on classroom management during PTs’ professional dialogue.

Authors

• Heather Dunham, Clemson University

• Felicity Rhode, Clemson University

• Emily Colleen Cobb, Clemson University