Qualitative analysis explores how teacher identities shape digital writing practices in bilingual education, suggesting implications for teacher training.
This article examines how two bilingual, early career, Latina/o secondary teachers discuss their positional identities and related social markers in relation to pedagogical goals and teacher identities and how positionality influences the construction of their digital writing pedagogies. The article highlights how teacher educators can help developing teachers build resilient professional identities and connections to innovative pedagogical practices, like digital writing, through attention to positional identities.
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Brad Jacobson (2025) studied this question.
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