International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Vetter Amy
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3 items
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This article presents 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. 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 during student teaching.
Published: 2015
Updated: Oct. 05, 2016
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Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled and prohibited him from enacting his preferred teacher identities. Specifically, this study illustrates how video analysis opened opportunities for this preservice teacher to reflect on the relationship between positions of power and identity enactment during moment-to-moment classroom interactions. The analysis challenged the preservice teacher to study how he positioned himself as a teacher, how students positioned him, and how he positioned students during classroom interactions.
Published: 2013
Updated: Sep. 03, 2014
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This article explores how one fourth‐grade teacher constructed her practitioner researcher identities over two years. The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
Published: 2011
Updated: Nov. 26, 2012