ABSTRACT
This chapter presents the cases of two female bilingual education teachers working in New York City: Ana and Sue (pseudonyms). Through prolonged interviews, their perceptions of the relationship between the new expectations of increased speediness in their teaching contexts and their changing pedagogical practices were explored. The findings reveal that the increasing pace of academic work realities at their schools had confronted them with numerous challenges from a personal point of view, including paradoxes to be dealt with, finding themselves in ambivalent positions, stress and tension, and other states of mind. Consequently, both participants had come to understand the nexus between the new expectations of increased speed in their teaching and their changing pedagogical practices through “the prism of the self.”
