Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework
Keywords:Language teacher identity, Preservice teacher education, Linguistically and culturally responsive teaching, Teacher identity negotiation
In this exploratory qualitative study, we applied Clarke’s (2009) framework of ethical self-formation (substance, authority sources, self-practices, telos) to data collected from one pre-service teacher’s completed assignments in an online course at a Hispanic-serving university in the Southwestern U.S. This course was dedicated to helping pre-service secondary content-area teachers develop the knowledge, skills, and experience necessary to provide effective instruction for emergent bilinguals (EBs). Findings revealed examples of how the four axes of the participant’s identity manifested in her coursework and how they dynamically interacted. By engaging in reflective practices, she developed an increased awareness of her own sociocultural-linguistic identity and gained a better understanding of EB education and advocacy. Implications are discussed for how teacher preparation programs can prepare teachers to enter the field with a stronger sense of who they are and who they want to be as future teachers and advocates for more culturally and linguistically responsive educational practices.
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