Abstract

Given the continuous increase of students from culturally and linguistically diverse backgrounds in K-12 classrooms in the United States (US), there is no doubt that meeting English language learners’ (ELLs’) linguistic and academic needs is a pressing matter. However, teachers report feeling unprepared or believing that ELLs are the responsibility of other specialists. This study responds to the call for preparing mainstream teachers for today’s diverse classrooms by exploring teacher candidates’ teacher professional identity (TPI) construction. Using multiple case study designs of three mainstream teacher candidates, the findings of this study highlight (a) multiple I-positions engaging in dialogues, (b) relevant teacher education experiences (re)shaping TPIs, and (c) relevant diversity-related issues in macrosociety entering minisociety. Findings indicate the importance of critical reflection in teacher education programs and facilitating opportune and considerate practicum placements. Further implications and recommendations for teacher education research and practice are discussed.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.