ABSTRACT
Teacher education research has used an identity framework to examine how identity markers shape teacher identities. Scholarship on teacher identities examines how preservice teachers negotiate the conflicting discourses of their university and school and how those negotiations shape teacher identities. Educators, however, would benefit from more research that examines how novice teachers enact, notice, analyze, and at times adjust their classroom identity work in their teacher education courses. Pennington explored how preservice teachers' White identities impacted how they viewed children of color in their classrooms. Educational research has used positioning theory to investigate how teachers and students position themselves and others within classrooms. Such work illustrates how teachers intentionally or unintentionally situate students in ways that shape their learning and membership in a classroom community. The reflective and interactive positionings of teachers certainly shape instructional practices and also students' access to identities.
