Search results for: Cohen Jennifer L

This article investigates the identity talk of three mid-career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. Findings show that the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity.