Bridging Identity and Practice: Enseñando para hacer justicia

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-8 - Learner Language, Identity, and Agency

Abstract

We conducted research using qualitative case study examining a cohort of 16 bilingual preservice teachers in their teacher preparation program. The following question was investigated: How is the identity of each teacher in the cohort of sixteen bilingual preservice shaped by their preparation program and how does their preparation program influence their teaching practices? Researchers examined bilingual preservice teachers’ written reflections and anecdotal field notes over the course of one semester during their teacher preparation program. Findings are reported under three thematic categories: defining identity, teacher preparation program, and teaching practices. This further suggesting that preparation programs aimed at bilingual preservice teachers are critical in fostering growth that will enhance the identities of these preservice teachers as future bilingual teachers.

Authors

• Katherine Espinoza, The University of Texas

• Idalia Nunez, The University of Texas - Austin