Teacher Identity in a Multicultural Rural School: Lessons Learned at Vista Charter

Autor/inn/en	Wenger, Kerri J.; Dinsmore, Jan; Villagomez, Amanda
Titel	Teacher Identity in a Multicultural Rural School: Lessons Learned at Vista Charter
Quelle	In: Journal of Research in Rural Education, 27 (2012) 5, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Charter Schools; Educational Change; Biographies; Bilingual Teachers; Teacher Educators; Bilingual Education Programs; Self Concept; Qualitative Research; Teacher Education; Teacher Attitudes; Teacher Background; Teaching Methods; Educational Environment; Poverty; Immigrants; Spanish; English (Second Language); Second Language Learning; Elementary School Teachers; Oregon + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Charter school; Charter-Schule; Bildungsreform; Biography; Biografie; Biographie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Qualitative Forschung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Immigrant; Immigrantin; Immigranten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In this paper, we describe a 30-month qualitative exploration of diverse teachers' identities in a high-poverty, bilingual, K-8 public charter school in rural eastern Oregon. First, we use the perspectives of saberes docentes and a situated view of teacher development to document the life histories of monolingual and bilingual teachers at Vista Charter. Next, we identify five core beliefs shared by Vista teachers, and we attempt to trace the links between representative teachers' biographies, beliefs, and their views of themselves as teachers. We examine the role of the school context on teachers' practice and on their constructions of identity in a multicultural rural school. We conclude our paper with some implications for school leaders and teacher educators who support and prepare teachers for work in increasingly diverse rural schools. (Contains 2 tables and 3 footnotes.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10