Exploring the professional identity and agency of student teachers in multilingual classrooms

References

• Anderson, C., Y. Foley, P. Sangster, V. Edwards, and N. Rassool. 2016. Policy, Pedagogy and Pupil Perceptions: EAL in England and Scotland. Cambridge: The Bell Foundation. https://www.bell-foundation.org.uk/app/uploads/2017/05/Policy-Pedagogy-and-PupilPerceptions-Final-Executive-Summary.-Web-version.pdf
   Google Scholar
• Anderson, C., P. Sangster, Y. Foley, and H. Crichton. 2016. “How Effectively Are Mainstream Teachers Prepared to Meet the Needs of Learners for Whom English is an Additional Language?” In Teacher Education for the Changing Demographics of Schooling. Inclusive Learning and Educational Equity, edited by L. Florian and N. Pantić, vol. 2. Cham: Springer.
   Google Scholar
• Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education.” Cambridge Journal of Education 39 (2): 175–189. doi:https://doi.org/10.1080/03057640902902252.
   Google Scholar
• Biesta, G., and M. Tedder. 2007. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39 (2): 132–149. doi:https://doi.org/10.1080/02660830.2007.11661545.
   Google Scholar
• Childs, A. 2013. “The Work of Teacher Educators: An English Policy Perspective.” Journal of Education for Teaching 39 (3): 314–328. doi:https://doi.org/10.1080/02607476.2013.799848.
   Web of Science ®Google Scholar
• Costley, T., and C. Leung. 2020. “Putting Translanguaging into Practice: A View from England.” System 92: 102270. doi:https://doi.org/10.1016/j.system.2020.102270.
   Web of Science ®Google Scholar
• Department for Education (DfE). 2014a. The National Curriculum in England: Framework Document. London: Department for Education.
   Google Scholar
• Department for Education (DfE). 2014b. National Curriculum in England: Framework for Key Stages 1 to 4. London: Department for Education.
   Google Scholar
• Department for Education (DfE). 2020. Schools, Pupils and Their Characteristics : London: Department of Education.
   Google Scholar
• Department for Education and Science (DES) 1985. Education for All (Swann Report). London: HMSO.
   Google Scholar
• Edwards, A. 2015. “Recognising and Realising Teachers’ Professional Agency.” Teachers and Teaching 21 (6): 779–784. doi:https://doi.org/10.1080/13540602.2015.1044333.
   Web of Science ®Google Scholar
• Foley, Y., C. Anderson, J. Conteh, and J. Hancock. 2018. Initial Teacher Education and English as an Additional Language. Research Report. Cambridge: Bell Foundation/Unbound Philanthropy. https://www.bell-foundation.org.uk/news/new-report-published-english-as-an-additional-language-and-initial-teacher-education
   Google Scholar
• Gee, J. P. 2008. Sociolinguistics and Literacies: Ideology and Discourses. London: Falmer.
   Google Scholar
• Holland, D., W. Lachiocotte, D. Skinner, and C. Cain. 1998. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hutchinson, J. 2018. Educational Outcomes of Children with English as an Additional Language. London: Education Policy institute.
   Google Scholar
• Kayi-Aydar, H. 2015. “Teacher Agency, Positioning, and English Language Learners: Voices of Preservice Classroom Teachers.” Teaching and Teacher Education 45: 94–103. doi:https://doi.org/10.1016/j.tate.2014.09.009.
   Web of Science ®Google Scholar
• Kelchtermans, G. 2011. “Professional Responsibility: Persistent Commitment, Perpetual Vulnerability?” In Professional Responsibility. New Horizons of Praxis, edited by C. Sugrue and T. D. Solbrekke, 113–126. London: Routledge.
   Google Scholar
• Masuda, A. 2012. “Critical Literacy and Teacher Identities: A Discursive Site of Struggle.” Critical Inquiry in Language Studies 9 (3): 220–246. doi:https://doi.org/10.1080/15427587.2012.627026.
   Google Scholar
• Maxwell, J. A. 2013. Qualitative Research Design: An Interactive Approach. 3rd ed. Los Angeles, CA: SAGE.
   Google Scholar
• Norton, B., and K. Toohey. 2011. “Identity, Language Learning and Social Change.” Language Teaching 44 (4): 412–446. doi:https://doi.org/10.1017/S0261444811000309.
   Web of Science ®Google Scholar
• Pantic, N. 2015. “A Model for Study of Teacher Agency for Social Justice.” Teachers and Teaching: Theory and Practice 21 (6): 759–778.
   Web of Science ®Google Scholar
• Reay, D. 2006. “The Zombie Stalking English Schools: Social Class and Educational Inequality.” British Journal of Educational Studies 54 (3): 288–307. doi:https://doi.org/10.1111/j.1467-8527.2006.00351.x.
   Web of Science ®Google Scholar
• Reeves, J. 2009. “Teacher Investment in Learner Identity.” Teaching and Teacher Education 25 (1): 34–41. doi:https://doi.org/10.1016/j.tate.2008.06.003.
   Web of Science ®Google Scholar
• Reeves, J. 2018. “Teacher Identity Work in Neoliberal Schooling Spaces.” Teaching and Teacher Education 72: 98–106. doi:https://doi.org/10.1016/j.tate.2018.03.002.
   Web of Science ®Google Scholar
• Taylor, C. 1991. The Ethics of Authenticity. Cambridge, MA: Harvard University Press.
   Google Scholar
• UKLA. 2016. Curriculum and Assessment in English 3 to 19: A Better Plan. The National Curriculum for English from 2015. Association with NATE, NAAE and CLPE. Leicester: UKLA Publications.
   Google Scholar
• Varghese, M., B. Morgan, B. Johnston, and K. A. Johnson. 2005. “Theorizing Language Teacher Identity: Three Perspectives and Beyond.” Journal of Language, Identity & Education 4 (1): 21–44. doi:https://doi.org/10.1207/s15327701jlie0401_2.
   Google Scholar
• Varghese, M. M., S. Motha, G. Park, J. Reeves, and J. Trent. 2016. “In This Issue.” TESOL Quarterly 50 (3): 545–571. doi:https://doi.org/10.1002/tesq.333.
   Web of Science ®Google Scholar
• Vertovec, S. 2007. “Super-Diversity and Its Implications.” Ethnic and Racial Studies 30 (6): 1024–1054. doi:https://doi.org/10.1080/01419870701599465.
   Web of Science ®Google Scholar
• Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press.
   Google Scholar
• Wertsch, J. V. 1991. Voices of the Mind. Hemel Hempstead: Simon and Schuster International Group.
   Google Scholar