Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona

Autor/inn/en	Heineke, Amy J.; Cameron, Quanna
Titel	Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona
Quelle	In: Education Policy Analysis Archives, 21 (2013) 33, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Qualitative Research; Teacher Placement; Teacher Education; English Only Movement; English (Second Language); English Language Learners; Interviews; Alternative Teacher Certification; Educational Policy; Low Income Groups; Professional Identity; Achievement Gap; Legal Problems; Beginning Teachers; Teacher Effectiveness; Bilingualism; Discourse Analysis; Arizona + Suchen Sie Ihr Suchwort? Qualitative Forschung; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bilingualismus; Diskursanalyse
Abstract	In this qualitative study, we examined teachers' language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether and how professional preparation shaped teachers' identity and agency to implement prescriptive linguistic and instructional mandates in the classroom. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10