Teachers College Record Volume 114, 030308, March 2012, 42 pages Copyright © by Teachers College, Columbia University 0161-4681 1 Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy MARY M. JUZWIK Michigan State University MICHAEL B. SHERRY Bloomsburg University of Pennsylvania SAMANTHA CAUGHLAN ANNE HEINTZ CARLIN BORSHEIM-BLACK Michigan State University Background/Context: This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study: In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our ped- agogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools.