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"I felt like the enemy and the savior all at once": English teacher identity in a methods course wiki

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/20832

"I felt like the enemy and the savior all at once": English teacher identity in a methods course wiki

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Title: "I felt like the enemy and the savior all at once": English teacher identity in a methods course wiki
Author: Jewett, Michelle
Advisor(s): Zancanella, Donald
Committee Member(s): Pence, Lucrecia (Penny)
Haniford, Laura
Alsup, Janet
Department: University of New Mexico. Division of Language, Literacy and Sociocultural Studies
Subject(s): English Education; Teacher Identity; English Methods; Secondary Education; Teacher Development
LC Subject(s): High school teachers -- Attitudes -- Case studies
English teachers -- Attitudes -- Case studies
English teachers -- Training of -- Case studies
High school teachers -- Training of -- Case studies
Student teachers -- Attitudes -- Case studies
Degree Level: Doctoral
Abstract: 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.
Graduation Date: May 2012
URI: http://hdl.handle.net/1928/20832

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