Facilitating the development of preservice teachers' Pedagogical Content Knowledge of literacy and agentic identities: Examining a teacher Educator's intentional language choices during video-mediated reflection

This study examined a possible way of facilitating the development of PSTs PCK and agentic identities through video-mediated, guided reflection on literacy field experiences. Particularly, this study examined the intentional language use of a teacher educator as she engaged in dyadic reflection conversations with 26 PSTs. The questions guiding this study were (1) What discursive practices open spaces for PSTs to rehearse/develop both PCK and agentive identities? (2) What particular phrases does a teacher educator use to open such spaces? Positive Discourse Analyses revealed three distinct dialogic patterns that opened spaces for the PSTs to rehearse/develop both PCK and agentive identities.