Identity and Awareness in Teacher Education
Kristen Lindahl, University of Texas at San Antonio
As language teachers develop and negotiate intersectional (and sometimes conflicting) identities, their awareness of language itself may also evolve. This presentation highlights empirical mixed methods studies that discuss critical/teacher language awareness via an identity lens.
Critical Autoethnography as an Identity-focused Teacher Learning Activity
Bedrettin Yazan, University of Texas at San Antonio
This presentation responds to Reeves’ (2018) call to incorporate “explicit, guided teacher identity work” in teacher education. It discusses the presenter’s practices using critical auto-ethnography as a language teacher-learning activity that provides teacher candidates with a discursive space to narrate and analyze their identities through experiences within political contexts.