期刊
TEACHING AND TEACHER EDUCATION
卷 45, 期 -, 页码 94-103出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2014.09.009
关键词
Teacher identity; Teacher agency; Positioning; English language learners
This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in the United States. An analysis of interview data and teachers' journal entries, from a narrative positioning perspective, indicates that the teachers took on various, and sometimes conflicting, positional identities in relation to their social context (e.g., mentor teachers, ELLs, etc.). The findings further indicate that those positional identities have shaped teachers' agency and self-reported classroom practices. The analysis presented provides implications for teachers of ELLs and teacher educators. (C) 2014 Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据