Search results for: Johnson Amy Suzanne
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In this article, the authors inquire into two novice teachers’ perspectives on teaching in rural schools in the southeastern United States. Drawing on narrative portraiture, the authors see these teachers' personal and professional identities and relationships existing synergistically with one another.
Updated: Sep. 27, 2011
Rachel’s Literacy Stories: Unpacking One Preservice Teacher’s Moral Perspectives on Literacy Teaching
The author illustrates the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students. Hence, the author uses methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning.
Updated: Sep. 19, 2010
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.
Updated: May. 09, 2010