The Critical Identity Work of Preservice English Teachers

• In Event: Supporting K-12 Preservice English and Literacy Teachers’ Navigations Between Self and Student

Abstract

In this paper, the authors present a qualitative cross-case analysis to investigate and encourage conversation about how teacher educators engage in critical identity work through the use of positioning theory and discourse analysis with their preservice teachers to expand access, knowledge, and participation in literacy classrooms and improve teacher education.

Authors

• Amy Vetter, University of North Carolina - Greensboro

• Melissa Schieble, Hunter College - CUNY