Abstract
This paper discusses a project in which a team of pre‐service and experienced teachers, following a teaching development model devised by the authors, reflected on videos of the pre‐service teachers teaching literacy. Using a discourse analytic approach, the paper focuses on how teachers’ joint reflection contributes to student teacher identity formation. Analysis suggests that reflection, at least in the talk of this team, is a language practice with a distinctive generic structure. Using this structure, participants jointly construct professional teacher identities for themselves and others through the key devices of representation, categorization, evaluation, individualization and inclusion.
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