Abstract
This research used poststructural theories to examine a crucial issue of teacher-learning in rural border schools that are under pressure from high-stakes school accountability, fewer resources, and significant numbers of English language learners (ELLs). The methodology was based on a multiple case study of four intern teachers who participated in the research for 16 weeks. The sources of data included classroom observation, interview, reflective essay, and field note. The findings showed that the interns deconstructed teacher-learning and constructed ways of teaching within contradictory and conflicting school policies and practices.
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