Teacher Identity and EL-Focused Professional Learning in a Suburban Middle School

Autor/in	McGriff, Mary
Titel	Teacher Identity and EL-Focused Professional Learning in a Suburban Middle School
Quelle	In: Action in Teacher Education, 37 (2015) 1, S.82-98 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.970675
Schlagwörter	Middle School Teachers; Professional Identity; Suburban Schools; English (Second Language); Professional Development; Teacher Education; Case Studies; Language Teachers; Teacher Attitudes; Personal Narratives; Observation; New Jersey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Lehrerverhalten; Erlebniserzählung; Beobachtung
Abstract	Suburban middle schools have been affected by a growing enrollment of English language learners and by the need to demonstrate that this population of students is meeting prescribed academic proficiency benchmarks. These developments necessitate cogent, English learner--focused professional learning across content areas. Using Gee's perspective on identity, this article examines the engagement of one suburban middle school teacher in a professional learning series focused on English learner (EL) content area literacy. It highlights the impact of school-based structures and teacher discourse on professional learning, and it suggests potentially potent mediators of EL-focused professional learning in a suburban middle school setting. Overall, the study informs teacher educators' efforts to optimize EL-focused professional learning. The article also offers a critique of Gee's identity framework as a lens for analyzing teacher identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01