Making New Worlds at the Intersection of Mathematics and Language Learning: Teacher Professional Identity in the Neoliberal Era

Autor/in	Kroiss, Doris Anne
Titel	Making New Worlds at the Intersection of Mathematics and Language Learning: Teacher Professional Identity in the Neoliberal Era
Quelle	(2022), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-6898-3
Schlagwörter	Hochschulschrift; Dissertation; Neoliberalism; Professional Identity; Mathematics Teachers; Case Studies; Second Language Learning; Standards; Educational Objectives; Teaching Methods; Refugees; Immigrants; Accountability; Teacher Student Relationship; Resilience (Psychology); Teacher Role; Moral Values; Teacher Attitudes; Political Influences; Mathematics Instruction; High Stakes Tests; Cultural Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Neo-liberalism; Neoliberalismus; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Standard; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Immigrant; Immigrantin; Immigranten; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Moral value; Ethischer Wert; Lehrerverhalten; Political influence; Politischer Einfluss; Mathematics lessons; Mathematikunterricht; Cultural influence; Kultureinfluss
Abstract	This multiple case study explored the professional identities of teachers at the intersection of mathematics and language learning. Situated within a neoliberal schooling context, teachers were required to adapt standardized instructional goals and practices to support the cultural, linguistic, and academic backgrounds of new-arrival refugee and immigrant youth while simultaneously contending with a range of accountability pressures (Block & Holborow, 2012). Of particular interest were the personal, professional, and political resources impacting teachers' professional identity development and, ultimately, their resilience to neoliberal pressures (Holland et al., 1998; Mockler, 2011). A job crafting perspective (Wrzesniewski & Dutton, 2001) illuminated the extent to which teachers were successful in adapting the normative boundaries of their prescribed teaching roles to better support students' academic backgrounds while building off their cultural and linguistic repertoires. Findings revealed that teachers' resilience to high-stakes testing, standardization of instructional goals and practices, and oversight was mediated by key differences in their personal and professional backgrounds. This resilience was paramount for teachers to be able to counter neoliberal measures and support their professional identity development by aligning their moral purpose for teaching with their instructional practice. Implications suggest the importance of teachers developing the necessary political knowledge to untangle the effects of neoliberal pressures on their instruction (Gutierrez, 2013; Yeh, 2018) by exploring how a variety of cultural resources impact the alignment between their moral purpose and their teaching practice (Mockler, 2011). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01