期刊名称：International Journal of Multicultural Education
电子版ISSN：1934-5267
出版年度：2017
卷号：19
期号：2
页码：146-162
语种：English
出版社：Eastern University
摘要：This qualitative case study investigates a fourth grade novice bilingual teacher’s repertoire of practice during her first year of teaching. Drawing on recent work on teacher noticing, the study explores how the teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while questioning practices and policies and how she negotiated contradictions through multiple attempts to redefine her teaching practices. Findings show how the teacher’s ability to notice framed her possibility to bridge her understandings about teaching, her critical pedagogical discourse, and the contextual contradictory discourses predominant in her school about bilingual education.
关键词：bilingual education, novice teacher, teacher noticing, repertoire of practice, teacher development
