The purpose of this study was to examine the career trajectories of two teachers in the United States and their decision to leave teaching Spanish. Data for the study emerged from the teachers’ narratives about their school‐based experiences and the consequences of those experiences on their decisions to reorient their work in the educational community. We adopted the theoretical framework of history in person to analyze the interactions between the teachers’ own personal histories with the histories of the institutions in which they taught. Data collection began during the two teachers’ student‐teaching semester and continued for 5 years after their initial induction into the language teaching profession and included interviews and email communications. The context was North Carolina, a state experiencing a severe teacher shortage and conflicts regarding teacher compensation. Findings highlight the challenges these teachers faced and how their interactions with historically institutionalized struggles were consequential to their professional futures. Implications for research, policy, and teacher preparation are discussed.

中文翻译：

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奋斗与坚韧的故事：亲身审视两位西班牙教师的历史经历


这项研究的目的是调查美国两名教师的职业轨迹以及他们离开西班牙语教学的决定。这项研究的数据来自教师们关于他们在校经历的叙述，以及这些经历对他们决定重新调整教育界工作的影响。我们亲自采用历史的理论框架来分析教师自己的个人历史与他们任教的机构的历史之间的相互作用。数据收集始于两位教师的学生教学学期，并在他们最初进入语言教学行业后持续了 5 年，其中包括访谈和电子邮件通信。背景是北卡罗来纳州，该州正经历着教师严重短缺和教师薪酬冲突。调查结果强调了这些教师面临的挑战，以及他们与历史上制度化斗争的互动如何影响他们的职业未来。讨论了对研究、政策和教师准备的影响。