Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers

Research output: Contribution to journalArticle

57 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)94-103
Number of pages10
JournalTeaching and Teacher Education
Volume45
DOIs
StatePublished - Jan 1 2015
Externally publishedYes

Keywords

  • English language learners
  • Positioning
  • Teacher agency
  • Teacher identity

ASJC Scopus subject areas

  • Education

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