In this study, we inquired into the potential that the collective analysis of teaching via a Video Analysis Session (VAS) might serve as a form of critical reflection for pre-service teachers (PSTs) to not only pose questions about their own practice, but to take on a critical stance, or pose, toward their craft. Specifically, we analyzed the experiences of pre-service English Language Arts teachers as they planned for, participated in, and collectively reflected on video clips of their teaching in a collective VAS. We drew on positioning theory and the tools of Conversation Analysis to examine the nature of the interactions among PSTs as they provided feedback to one another during the VAS. Implications suggest that to facilitate critical reflection via a VAS, teacher educators must guide PSTs to consider the myriad contextual factors that shape student learning and teachers’ pedagogical choices.



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