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ERIC Number: EJ1052073
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0162-6620
Teacher Identity and EL-Focused Professional Learning in a Suburban Middle School
McGriff, Mary
Action in Teacher Education, v37 n1 p82-98 2015
Suburban middle schools have been affected by a growing enrollment of English language learners and by the need to demonstrate that this population of students is meeting prescribed academic proficiency benchmarks. These developments necessitate cogent, English learner--focused professional learning across content areas. Using Gee's perspective on identity, this article examines the engagement of one suburban middle school teacher in a professional learning series focused on English learner (EL) content area literacy. It highlights the impact of school-based structures and teacher discourse on professional learning, and it suggests potentially potent mediators of EL-focused professional learning in a suburban middle school setting. Overall, the study informs teacher educators' efforts to optimize EL-focused professional learning. The article also offers a critique of Gee's identity framework as a lens for analyzing teacher identity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey