%0 Journal Article
%T One English Language Arts Teacher¡¯s Journey as a Secondary Teacher
%A Josephine Peyton Marsh
%A Maria Hernandez Goff
%J Literacy Research: Theory, Method, and Practice
%@ 2381-3377
%D 2018
%R 10.1177/2381336918786894
%X This article shares the results of a case study that explored Annie¡¯s socially situated identity as a secondary English Language Arts teacher-mentor over 5 years at an urban school. Annie¡¯s identities as a teacher-mentor occupied the space of the hyphen¡ªsometimes a teacher, sometimes a mentor, sometimes both. Using discourse analysis, we describe how Annie positioned herself and was positioned as a mentor and a teacher. We explore Annie¡¯s transformations informed by figured worlds associated with the Discourses of Mentor and Teacher at College Prep. Annie¡¯s teacher-mentor identity shifted, evolved, and overlapped in this space as she interacted at College Prep and was influenced by institutional and societal Discourses, including students¡¯ home Discourses. The study points to the need for more and perhaps different kinds of support for mentor-teacher/teacher-mentors who work in urban school environments to prepare them to negotiate potential conflicts in their identities
%K discourse analysis
%K figured worlds
%K identity
%K teacher-mentors
%K literacy coaches
%K urban school environments
%U https://journals.sagepub.com/doi/full/10.1177/2381336918786894