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Constructing a Professional Teacher ...

Munoz Cantu, Luisa Margarita,

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Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers // Luisa Margarita Munoz Cantu.
Author:	Munoz Cantu, Luisa Margarita,
Description:	1 electronic resource (165 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Contained By:	Dissertations Abstracts International81-02B.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13898147
ISBN:	9781085666541

Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers /
Munoz Cantu, Luisa Margarita,

Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers /Luisa Margarita Munoz Cantu. - 1 electronic resource (165 pages)

Source: Dissertations Abstracts International, Volume: 81-02, Section: B.

From a sociocultural perspective, identity is understood as constructed through active negotiations with others (Gee, 2006; Lantolf, 2009). Language constitutes a mediation tool used to create meanings in new social and cultural contexts as individuals become members of new communities of practice (CoP). In doing so, an ongoing process of sharing values, beliefs, and roles is enacted; and it is in this process that identity is shaped. This is especially important in the case of pre-service bilingual teachers; whose negotiated construction of a professional identity is reflected in their own teaching practices (Bustos Flores, Hernandez Sheets, & Clark, 2011). Teachers' identity will likely have an impact on their practice; it determines the beliefs they will hold regarding assumptions and perceptions about teaching, learning, students, the school, and the community. Using a multiple case study and the tools of discourse analysis (Yin, 2011; Gee, 2011a, 2011b, 2015), this research study intends to capture the personal and professional experiences of four (4) pre-service bilingual Mexican teachers, current students in a Bilingual Education/EFL program in public university in Northern Mexico exercising their practicum at the college level as they construct a teacher identity. In doing so, this study also attempts to describe the ways their identity is performed, and their perceptions regarding the impact this process has on their classroom practices.

English

ISBN: 9781085666541Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingualism

Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers /
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020 $a 9781085666541
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040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Munoz Cantu, Luisa Margarita, $e author. $3 3820151
245 1 0 $a Constructing a Professional Teacher Identity: Case Studies of Pre-service Bilingual Teachers / $c Luisa Margarita Munoz Cantu.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 1 electronic resource (165 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
500 $a Advisors: Guzman, Norma A. Committee members: Sherris, Arieh; Reyna, Tadeo; Jones, Don.
502 $b Ed.D. $c Texas A&M University - Kingsville $d 2019.
520 $a From a sociocultural perspective, identity is understood as constructed through active negotiations with others (Gee, 2006; Lantolf, 2009). Language constitutes a mediation tool used to create meanings in new social and cultural contexts as individuals become members of new communities of practice (CoP). In doing so, an ongoing process of sharing values, beliefs, and roles is enacted; and it is in this process that identity is shaped. This is especially important in the case of pre-service bilingual teachers; whose negotiated construction of a professional identity is reflected in their own teaching practices (Bustos Flores, Hernandez Sheets, & Clark, 2011). Teachers' identity will likely have an impact on their practice; it determines the beliefs they will hold regarding assumptions and perceptions about teaching, learning, students, the school, and the community. Using a multiple case study and the tools of discourse analysis (Yin, 2011; Gee, 2011a, 2011b, 2015), this research study intends to capture the personal and professional experiences of four (4) pre-service bilingual Mexican teachers, current students in a Bilingual Education/EFL program in public university in Northern Mexico exercising their practicum at the college level as they construct a teacher identity. In doing so, this study also attempts to describe the ways their identity is performed, and their perceptions regarding the impact this process has on their classroom practices.
546 $a English
590 $a School code: 1187
650 4 $a Bilingual education. $3 2122778
650 4 $a Personality psychology. $3 2144789
650 4 $a Higher education. $3 641065
650 4 $a Developmental psychology. $3 516948
650 4 $a Teacher education. $3 3172312
653 $a Bilingualism
653 $a Mexican
653 $a Pre-service teachers
653 $a Teacher identity
653 $a Teacher preparation
690 $a 0282
690 $a 0620
690 $a 0530
690 $a 0745
690 $a 0625
710 2 $a Texas A&M University - Kingsville. $b Teacher and Bilingual Department. $e degree granting institution. $3 3820152
720 1 $a Guzman, Norma A. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 81-02B.
790 $a 1187
791 $a Ed.D.
792 $a 2019
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13898147