ABSTRACT 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..

中文翻译：

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课堂实践的“电影人类学”：学生教师制定教学法

摘要本文的重点是双重的：（1）本文描述并分析了三位初级学生教师的现行教学法。它考察了他们在教室里的行为，并考虑了他们的身体符号交流如何表明他们的思维和感觉状态，以及他们目前在身份识别中对于教与学的意义；（2）研究被用作发展我作为老师的教育学的基础。我借鉴了格拉斯尼的“电影人类学”的概念，其中三个录像带，身份文物成为数据集，使人们可以接触到学习的物理和象征性行为。我将在以下数据标题下展示我的数据：教育学的开放，指示性的教学时刻和教育学的结束。