ABSTRACT

Teacher identity work throughout one’s academic studies and career has been shown to have a positive impact on teachers’ resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos – when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways.

摘要

事实证明，在整个学术研究和职业生涯中，教师身份工作对教师在该领域的适应力和寿命产生积极影响，与那些不从事此类反思性实践的教师形成鲜明对比。这项研究扩大了我们对教师身份及其在学校内外发展的理解，承认教师进入课堂的复杂路径。为了促进职前和在职教师对自己的身份、如何表达自己的教学愿望和教学实践进行反思，本次调查介绍了一些曾经跨过边境的教师——当他们还是学生时，他们从墨西哥跨越边境去美国学校上学。