Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education

Autor/inn/en	Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.
Titel	Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education
Quelle	In: Teaching Education, 27 (2016) 3, S.305-326 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2016.1145203
Schlagwörter	Teacher Education Programs; Professional Identity; English Teachers; Case Studies; Reflection; Educational Practices; Video Technology; Instructional Effectiveness; Secondary School Teachers; Discourse Analysis; High Stakes Tests; Poverty; Institutional Characteristics; Rural Schools; Urban Schools; Preservice Teachers; Participant Observation; Grounded Theory; Semi Structured Interviews + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Bildungspraxis; Unterrichtserfolg; Diskursanalyse; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Teilnehmende Beobachtung
Abstract	Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult when solutions are not readily available. Presenting data from case-study research, the paper uses an identity framework and positioning theory to explore how two novice teachers navigate moments of unsuccessful practice. Findings suggest that when teachers confronted ineffective practices they repositioned their teacher identities in ways that depended on the ideologies of their school. The paper concludes with implications about the importance of extending typical reflective practices of teacher education with video analysis that challenges students to examine how they enact teacher identities over time within the figured world of their school. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01