Abstract
This paper reports on a qualitative case study of an often-overlooked language teacher: The graduate teaching assistant (GTA). The study relies on the theoretical premise that teachers’ professional learning is a process of identity construction. During this process, teachers experience tensions as they are introduced to professional authoritative discourses (ADs) and negotiate internally persuasive discourses (IPDs). In the qualitative case study of Karina, a GTA at a US University (State University, henceforth), we address the research question: How did Karina navigate her identity tensions as a GTA in the German program at State University? Our findings detail the effect of authoritative discourses in the program, and a GTA's agency in developing her own IPD.
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