A Critical Discourse Analysis of Preservice Teachers’ Peer Coaching Dialogue During Retrospective Video Analysis

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Advancing Teacher Education: Integrating Video Reflection and Collaborative Discourse to Enhance Instructional Practices (Table 11)

Abstract

While peer coaching (Lammert & Tily, 2022) and retrospective video analysis (Mosley Wetzel et al., 2017) have been proven to be effective tools in the field of teacher preparation, less is known about the discourses preservice teachers (PTs) produce and engage with while utilizing these tools during their teacher development. In this qualitative case study, we draw on positioning theory (Davies & Harré, 1990) and use critical discourse analysis (Mullet, 2018) to analyze 1 hour and 7 minutes of peer coaching with six PTs. Preliminary findings indicate that while PTs positioned themselves as active members of their professional learning communities, they also inadvertently positioned themselves within dominant deficit discourses, indicating a future need for teacher educators to provide mediation.

Authors

• Heather Dunham, Clemson University

• Emily Colleen Cobb, Clemson University

• Felicity Rhode, Clemson University