Exploring Identities in a Reading Specialization Program

Autor/in	Assaf, Lori Czop
Titel	Exploring Identities in a Reading Specialization Program
Quelle	In: Journal of Literacy Research, 37 (2005) 2, S.201-236 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Preservice Teacher Education; Specialization; Student Teachers; Discourse Analysis; Multilingualism; Computer Mediated Communication; Reading Teachers; Identification (Psychology); Cooperative Learning; Reading Consultants; Immigrants; Language Usage; Elementary Schools; Spanish Speaking + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Arbeitsteilige Spezialisierung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Diskursanalyse; Mehrsprachigkeit; Multilingualismus; Computerkonferenz; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Kooperatives Lernen; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Elementary school; Grundschule; Volksschule
Abstract	This qualitative study used theories of language and learning to explore the identities of one preservice teacher in a reading specialization program. Data sources included archived online course responses, interviews, journals, and an electronic portfolio. Analysis indicates that the participant used multiple discourses as an immigrant, multilanguage learner, and writer/poet to make sense of her learning in the program. These discourses shaped her identities as a teacher and influenced how her peers recognized her. Analyzing online responses over time added to the uniqueness of this study because it allowed the researcher to tap into shared discourse related to course readings and field-based experiences. Negotiating multiple discourses within a learning community influenced the participant's instructional decisions as a student teacher and fashioned her identity with other future teachers. Implications include the significance of exploring multiple identities in relation to a clearly identified program mission, using computer mediated discussions to nurture collaborative reflection, and understanding how a group's common values and commitments can enhance one's teaching identity. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10