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Research on language teacher identities is burgeoning, yet there is relatively little empirical evidence about preservice teachers’ identity development during teacher education coursework experiences. Therefore, this study investigates the cases of three preservice ESOL teachers in a 13-month MATESOL program. Focusing on discursive, experiential, negotiated, contested, and positional construction...
This paper describes a new assessment tool that situates school literacy as a specific cognitive, cultural, social and emotional. It reports evidence of the extent to which this tool seems to have helped student teachers to broker and balance different kinds of data and knowledge flows. The study shows that the tool was helpful in encouraging student teachers to deepen their understanding of individual...
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