Leveraging Retrospective Video Analysis to Facilitate Peer Coaching within Literacy Teacher Preparation

To disrupt negative discourse around the limitations of teacher preparation, scholars have called for more innovative, socially situated approaches to preparing preservice teachers (PTs) for the workforce. One such approach involves peer coaching integrated with retrospective video analysis (RVA), which supports dialogic reflection and collaborative learning. Using a case study design, we examine the benefits and constraints of this model in a literacy methods course. Data include 90 peer coaching survey reflections and 15 hours of peer coaching session recordings. Findings reveal that RVA paired with peer coaching fosters relational, socially mediated reflective practice, supports distributed scaffolding of instructional knowledge, and builds a community of practice among PTs. Constraints include discomfort with video reflection, superficial peer feedback, and perceptions of an expert/novice divide. This highlights the need for intentional scaffolding of critical attention to authority, participation, and equity in peer-supported reflection.