"What a valuable contribution this volume makes. It shows teacher educators how productive interactional awareness can be built and why its worth the trouble. As the authors point out, discourse analysis is difficult and tedious work, yet key to teachers decomposing and improving their practice. By integrating theories and methods central to the creation of egalitarian, dialogic classrooms, without over-complicating or over-simplifying, the authors show us how to give teachers constructive tools for their pedagogical growth and regeneration." - Lesley A. Rex, University of Michigan, USA
"The authors offer compelling research that can help novice and practicing teachers explore their transactions with students and what these say about who they are as teachers and who they wish to be. This book provides the tools -- theories of identity construction and video analysis techniques -- to begin deeply reflective process of how to be better teachers to all students and particularly those in non-dominant communities." - Althier Lazar, Saint Josephs University, USA
"In their study of how pre-service English teachers use identity as a lens to examine video recordings of their teaching, Vetter and Schieble provide a valuable approach for teacher educators to facilitate future teachers awareness of classroom discourse." - Robert Petrone, Montana State University, USA
