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Relational Challenges and Breakthroughs: How Pre-Service English Teachers’ Figured Worlds Impact Their Relationships With Students


by April S. Salerno & Amanda K. Kibler — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 6, 2018, p. -
http://www.tcrecord.org ID Number: 22153, Date Accessed: 10/17/2017 2:49:42 PM
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About the Author
  • April Salerno
    University of Virginia
    E-mail Author
    APRIL S. SALERNO is a Postdoctoral Research Associate at the University of Virginia’s Curry School of Education. Her research interests include teacher education and teacher research, adolescent second language acquisition, and discourse analysis. Her current and forthcoming work can be found in Language and Education, Linguistics and Education, and the Journal of Education for Students Placed at Risk, among others.
  • Amanda Kibler
    University of Virginia
    E-mail Author
    AMANDA K. KIBLER is an Associate Professor of English education at the University of Virginia’s Curry School of Education. Her research interests include adolescent second language development, bi/multilingualism, writing, ethnography, and discourse analysis. Her current and forthcoming work can be found in Applied Linguistics, the Modern Language Journal, Journal of Second Language Writing, Language Learning, and TESOL Quarterly, among others.
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