This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners.

这项探索性定性研究提出了对美国西南部一所西班牙裔大学的四名自我认定的单语英语内容领域教师候选人 (TC) 的在线教师教育课程作业进行演绎分析的结果。在 Clarke (2009) 的道德自我形成框架和 Ruiz (1984) 的语言规划方向的指导下，作者研究了身份建构和语言意识形态之间的交叉点，因为这些 TC 在准备教授多语言学习者的单语者中定位自己的位置。调查结果显示，教师候选人对于教授多语言学习者既有优势信念，也有缺陷信念。这表明，通过反思性在线教师教育课程，单语内容领域的 TC 可以发展代理、