NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1148054
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1934-5267
EISSN: N/A
A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
Musanti, Sandra I.
International Journal of Multicultural Education, v19 n2 p146-162 2017
This qualitative case study investigates a fourth grade novice bilingual teacher's repertoire of practice during her first year of teaching. Drawing on recent work on teacher noticing, the study explores how the teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while questioning practices and policies and how she negotiated contradictions through multiple attempts to redefine her teaching practices. Findings show how the teacher's ability to notice framed her possibility to bridge her understandings about teaching, her critical pedagogical discourse, and the contextual contradictory discourses predominant in her school about bilingual education.
International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A