Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom

UnrestrictedThis study analyzes self reported transition experiences of five Latina bilingual novice teachers’ into the classroom and documents how they participate in their own socialization as bilingual teachers. Informed by a sociocultural perspective of teaching and learning as socially constructed and mediated and by a critical perspective of education, this study finds: 1) Latina bilingual novice teachers’ face inequitable working situations and engage in emotional and hidden labor; 2) existing school cultural contexts influence novice teacher identity development; 3) teaching itself is a contested ideological process. The study concludes by discussing implications for teacher education and future research