A “filmic anthropology” of classroom practice: student teachers enacting pedagogy

The focus of this paper is twofold: (1) the paper describes and analyses the enacted pedagogy of three beginning student teachers. It looks at their actions in the classroom and considers how their bodily semiotic communication gives some indication of their thinking and feeling states and the meanings they hold for teaching and learning at this time in their identity-making; (2) the research is used as generative grounds for developing my own pedagogy as a teacher educator. I draw on Grasseni´s concept of “filmic anthropology” where three video recordings, identity artefacts, become the data set giving access to the physical and symbolic enactment of learning to teach. I present my data under the headings: pedagogical openings, indicative pedagogical moments and pedagogical closings. The paper concludes by focusing on developing pedagogies of enactment with student teachers and on using video, not only as as a research tool, but also as pedagogical resource in learning.