This study explores the identity constructions of two cohorts of preservice teachers enrolled in English methods courses during a semester of field experience. This research employs a qualitative methodology and documents the nature of participant's responses posted to online wiki forum. Data sources include archived electronic interactions and course assignments such as reflective journals. Constant-comparative method as described by Creswell (2007), content analysis as described by Marshall & Rossman (2006), and Gee's (2003) notion of affinity identity are used to examine the discourses and ideologies of methods students as they construct notions of English teacher identity. Study findings indicate a focus on the social practices of the domain of teaching secondary English and an absence of English Language Arts pedagogy and content, suggesting that developing teachers perceive the identity of an English teacher as a solitary, selfless giver who is responsible for nearly every aspect of classroom experience and interaction.
|Commitee:||Alsup, Janet, Haniford, Laura, Pence, Lucrecia (Penny)|
|School:||The University of New Mexico|
|Department:||Language, Literacy and Sociocultural Studies|
|School Location:||United States -- New Mexico|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||Language arts, Teacher education, Secondary education|
|Keywords:||Course wiki, English education, Methods course, Teacher identity|
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