Abstract
This study examined the impact of three forms of literacy training (teacher education, professional development in literacy, and mentoring) on four Latina teachers in two urban elementary schools in Los Angeles, California. Data came from a larger study that examined how Latinas' own school experiences related to their instructional practices. This study used data from the transcripts of four interviews in which participants shared memories of literacy instruction in teacher education, literacy professional development, and mentor programs. Data analysis indicated that these women were caught in a maze of tensions related to overlapping issues. The dominant structure of the school limited their decision making power regarding curriculum in the classroom and their exposure to literacy training. As a result, they struggled to make sense of the ambiguous environment they worked in along with the experiences they brought to the job. There were both external and internal struggles that intertwined with gender expectations, cultural norms, and the historical context of teaching. Four themes that emerged from the data were: fragmented teacher education memories; abandonment by the school structure; finding help; and insignificant professional development. (Contains 42 references.) (SM)