Great reasons to buy from us:
-
30-Day Money-Back Guarantee
Changed your mind? Ordered the wrong thing? Simply return your item for a prompt exchange or refund. -
Free Shipping Over $70
Enjoy free shipping when you spend over $70 -
Secure Checkout
SSL Protected Checkout & Strongly Secure for Payments -
Fast Handling
Every order is a priority to us. We handle your order quickly to ensure you get your product fast.
by Amy Vetter (Author), Melissa Schieble (Author)
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, and how the evidence impacts their development as literacy teachers of diverse adolescents. By applying an analytic framework to video analysis, the authors demonstrate how novice teachers use positioning theory to transform their own identity performance in the classroom. Education scholars, teachers and professional developers will greatly benefit from this unique perspective on teacher identity work.
Author Biography
Amy Vetter is Associate Professor of English Education at the University of North Carolina at Greensboro, USA.
Melissa Schieble is Assistant Professor of English Education at Hunter College of the City University of New York, USA.
| Shipping | This item ships to |
| Delivery | Estimated between and . Will usually ship within 1 business day. |
Description
by Amy Vetter (Author), Melissa Schieble (Author)
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, and how the evidence impacts their development as literacy teachers of diverse adolescents. By applying an analytic framework to video analysis, the authors demonstrate how novice teachers use positioning theory to transform their own identity performance in the classroom. Education scholars, teachers and professional developers will greatly benefit from this unique perspective on teacher identity work.
Author Biography
Amy Vetter is Associate Professor of English Education at the University of North Carolina at Greensboro, USA.
Melissa Schieble is Assistant Professor of English Education at Hunter College of the City University of New York, USA.
Shipping
| Shipping | This item ships to |
| Delivery | Estimated between and . Will usually ship within 1 business day. |
