International Teaching Associate Teacher Identity: Deploying Transnational Experiences in Teaching Disciplinary Writing

• In Event: Writing and Disciplinarity

Abstract

Recently, scholarship on transnationalism has foregrounded teacher agency and illuminated the creativity, fluidity, and multiplicity of ITAs’ identity construction. However, less attention has been paid to ITAs outside of ESL/EFL programs (Zheng, 2017). Drawing on teacher identity as pedagogy (Morgan, 2004), this qualitative study used semi-structured interviews to investigate how two second-year writing ITAs from two different disciplines constructed their teacher identities by deploying their transnational experiences. Through analyzing the stance-taking (Du Bois, 2007) of the ITAs reflected in their interviews, findings indicated that they came up with new ways to understand who they and their students were in the context of teaching disciplinary writing and negotiated their multiple positions and identities in relation to teaching their students.

Authors

• Tamara Mae Roose, The Ohio State University - Columbus

• Minseok Choi, The Ohio State University - Columbus