1. Natalia Guzman nlguzman@umd.edu University of Maryland 2015 CCCC Annual Convention Tampa, FL March 19, 2015 1

2.  Research on second language (L2) education has studied the development of novice L2 teachers’ identify as professional language teachers (Kanno & Stuart, 2011; Varghese, Morgan, Johnston & Johnson, 2005)  Scholars in L2 writing have analyzed how writing teachers construct and negotiate their identities as they learn to become teachers (Lee, 2013)  Questions remains about how student-teachers’ evolving identity impacts their incipient pedagogical knowledge. 2

3.  Large American university  MA in TESL with focus on preparation of post-secondary ESL teachers  Graduate seminar on teaching L2 writing  25 students enrolled: ◦ 64% was from Asia ◦ 32% was American ◦ Mostly female students 3

4.  Portfolio of instructional materials ◦ 3 instructional materials ◦ final reflection on developing materials  Participants 4

5.  1. What does creating a portfolio of materials and participating in online discussions reveal about student teacher identity?  2. How does examination of student teachers’ evolving identities from an ecological perspective help us to understand incipient pedagogical knowledge? 5

6.  Classroom ecology (Guerrettaz & Johnston, 2013; Canagarajah, 2014; van Lier, 1997) ◦ Language classroom as a “complex, interlocking set of elements and relationships in which any one element can only be understood in the light of its interactions with other elements” (Guerrettaz & Johnston, 2013, p. 783).  Identity in discourse (Lee, 2013, Varghese et al. 2005) ◦ multiple, shifting, and in conflict (Norton Peirce, 1995), related to social, cultural, and political context (Duff & Uchida, 1997) and constructed, and negotiated mainly through discourse (Gee, 1996).  Pedagogical content knowledge (Bunch, 2013; Galguera, 2011; Shulman,1987) ◦ incipient pedagogical knowledge: the capacity of novice teachers to reflect on the challenge of working with L2 writers, understand the role of their own values and experiences and problematize the construct of literacy and writing going beyond traditional conceptions of language and language instruction. 6

7.  Data-driven or theoretically grounded study, which allows the “theory to emerge from the data” (Strauss & Corbin,1998 p. 12)  Data analyzed in multiple phases in a recursive fashion) ◦ open coding ◦ axial coding ◦ selective coding 7

8.  Main themes in the data 8 CodeSubcode Student-teacher attends to classroom management focusing on teacher-centered strategies promoting student-centered practices studentsshowing awareness of students' diverse background inquiring about students' needs learningunderstanding and negotiating rules of writing promoting collaboration and peer learning

9.  RQ 1: Teacher identity  The identity that emerges from the portfolio suggests a teacher with a rich experience as a learner of writing, striving for student- centered practices. ◦ “This activity…reflects my teaching philosophy in that it works to create a collaborative classroom environment (…). Because students are working in a group, students will not feel singled out, and can work collaboratively within their group”(05/01/13, p. 7) 9

10.  RQ 2: Incipient pedagogical knowledge  Anna’s engagement in the ecology of the L2 writing seminar appeared to give her opportunities to show incipient pedagogical knowledge. ◦ Anna reflected on the diversity and complexity of L2 writers ◦ revealed a desire for creating a collaborative classroom environment. ◦ wanted to help students to understand and negotiate the conventions of academic writing 10

11.  RQ 1: Teacher identity  The identity that emerges from the portfolio suggests a teacher standing between student-centered activities and teacher- oriented practices. ◦ “[the] instruction [for the activity] focuses on teachers' competence in giving clear directions and presenting efficient assessment…Giving simple and clear directions is also a characteristic of a good teacher” (05/01/13, p. 11). 11

12.  RQ 2: Incipient pedagogical knowledge  Participation in the ecology of the L2 writing seminar seemed to create tension between her identity as a teacher and her desire to promote a student-centered classroom ◦ Jasmine revisited her current teaching experience in the light of the processes that took place in our L2 seminar ◦ expressed a desire for creating a student-centered classroom but did not reflect further on collaboration 12

13.  Risks & rewards of a practice-based approach ◦ Participants brought their values and ideologies to the ecology of the L2 seminar ◦ The variety of experiences among participants afforded opportunities to reconsider their own beliefs and experiences as learners and teacher of L2 writing ◦ Participants showed unique adaptation and appropriation of the values in the ecology of the seminar ◦ Engagement in the ecology of the seminar involved negotiation of emergent identity and pedagogical knowledge 13

14. 14 We look forward to your feedback on this work in progress Natalia Guzman nlguzman@umd.edu

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