Case Studies of Teach For America Teachers' English Language Learner Teacher Identity Development

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-15 - Understanding Preservice Teachers' Conceptions of English Language Learners and Learning

Abstract

This qualitative study investigated six Teach for America (TFA) teachers’ teacher identity development in relation to ELLs in the context of a graduate-level teaching English as a second language (TESL) course. The theoretical lenses guiding this study were Vygotsky’s concept of Perezhivanie and positioning theory. Data were collected through three rounds of in-depth interviews, a focus group interview, course observations and artifacts. Findings revealed that courses on ELL instruction should go beyond providing the specialized knowledge and also, aim at developing ELL teacher identity. Findings also suggest that within TESL courses, teacher educators must consider the individuality of teachers, pay attention to their incoming identities and emotional experiences and enhance guided reflective practices to facilitate teachers’ ELL teacher identity development.

Authors

• REFIKA Turgut, University of South Carolina - Upstate

• Steven G. McCafferty, University of Nevada - Las Vegas