Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2018
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| _version_ | 1867181761852604416 |
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| author | Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina |
| author_facet | Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina |
| collection | Education Resources Information Center |
| contents | Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina Preservice Teachers Preservice Teacher Education Online Courses Bilingual Teachers Personal Narratives Identification (Psychology) Student Attitudes Student Motivation Case Studies Discourse Analysis Elementary School Teachers Computer Mediated Communication Spanish Speaking Student Surveys We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it means to be a teacher of bilingual children. Data came from transcripts of nine computer-mediated discussions (CMDs) incorporated as a classroom activity in a theory-into-practice teacher preparation course. Findings suggest that preservice teachers' diverse trajectories to becoming bilingual and their motivations for becoming teachers as expressed in narratives during CMD have the potential to increase the specificity and diversity of possible selves for all discussion participants. Narratives shared in discussion allow all preservice teachers to borrow from a library of lived experiences to inform their imagined future teaching selves. |
| format | Recurso educativo Open Access |
| id | eric_EJ1174528 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina Preservice Teachers Preservice Teacher Education Online Courses Bilingual Teachers Personal Narratives Identification (Psychology) Student Attitudes Student Motivation Case Studies Discourse Analysis Elementary School Teachers Computer Mediated Communication Spanish Speaking Student Surveys Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms Gaines, Rachel Choi, Eunjeong Williams, Kyle Park, J. Hannah Schallert, Diane L. Matar, Lina Preservice Teachers Preservice Teacher Education Online Courses Bilingual Teachers Personal Narratives Identification (Psychology) Student Attitudes Student Motivation Case Studies Discourse Analysis Elementary School Teachers Computer Mediated Communication Spanish Speaking Student Surveys We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it means to be a teacher of bilingual children. Data came from transcripts of nine computer-mediated discussions (CMDs) incorporated as a classroom activity in a theory-into-practice teacher preparation course. Findings suggest that preservice teachers' diverse trajectories to becoming bilingual and their motivations for becoming teachers as expressed in narratives during CMD have the potential to increase the specificity and diversity of possible selves for all discussion participants. Narratives shared in discussion allow all preservice teachers to borrow from a library of lived experiences to inform their imagined future teaching selves. |
| title | Exploring Possible Selves through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms |
| topic | Preservice Teachers Preservice Teacher Education Online Courses Bilingual Teachers Personal Narratives Identification (Psychology) Student Attitudes Student Motivation Case Studies Discourse Analysis Elementary School Teachers Computer Mediated Communication Spanish Speaking Student Surveys |
| url | https://eric.ed.gov/?id=EJ1174528 |