Uncovering Preservice Teachers’ Positioning of Themselves and English Learners (ELs) during Field Experiences

in Teachers’ Professional Development in Global Contexts
Get Access to Full Text

Have an Access Token?

Enter your access token to activate and access content online.

Please login and go to your personal user account to enter your access token.

Help

 

Have Institutional Access?

Login with your institution. Any other coaching guidance?

Connect

Abstract

Because of refugees and immigrants, teachers face the challenge of educating the children of these populations to become literate and academically successful. Yet, most teacher education programs do not provide extensive education for preservice teachers to meet the needs of these students. Just as importantly, Goldenberg (2008) argues that even when teachers are educated about teaching children a second language they are often not willing to enact those practices. This study examined case studies of English learners (ELs) created by preservice teachers during student teaching and explored how preservice teachers positioned themselves in relationship to ELs. The researchers used positioning theory to examine case studies from 60 preservice teachers. The cases were of 3rd to 5th grade students in schools that had at least a 10% EL population. We identified three plotlines from the cases. Common across the plotlines was the positioning of ELs as positive, pleasant and progressing based on the preservice teachers work with them. There are implications for both teacher education and research.

Table of Contents
Index Card
Metrics

Metrics

All Time Past Year Past 30 Days
Abstract Views 38 38 0
Full Text Views 0 0 0
PDF Downloads 0 0 0
EPUB Downloads 0 0 0