Citations (36)
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Shahab Moradkhani & Marjan Ebadijalal. (2024) Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations. Journal of Language, Identity & Education 23:2, pages 256-270.
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Nuoyi Yang & Francois Victor Tochon. (2022) Identity formation, reformation, and development of teachers of Chinese in a community-based heritage language school. Teachers and Teaching 28:1, pages 78-101.
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Rachel Ndembera, Jie Hao, Rebekah Fallin, Herman E. Ray, Lisa Shah & Gregory T. Rushton. (2021) Demographic factors that influence performance on the Praxis Earth and Space Science: Content Knowledge Test. Journal of Geoscience Education 69:4, pages 401-410.
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Chin-Wen Chien. (2021) Taiwanese elementary school english teachers’ practice of teacher leadership in professional dialogue. International Journal of Leadership in Education 0:0, pages 1-20.
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Chin-Wen Chien. (2019) Influence of training on Taiwanese elementary school English teachers’ professional identity construction. Research Papers in Education 34:4, pages 499-520.
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Chinh Duc Nguyen. (2019) ‘Everyone thinks that I just need to know a few words and sing some songs to teach English to the kids’: primary school English language teachers struggled for their professional legitimacy. Teacher Development 23:2, pages 174-191.
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Hayriye Kayi-Aydar. (2019) A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education 18:1, pages 4-18.
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Helena Colliander. (2019) Being transformed and transforming oneself in a time of change: A study of teacher identity in second language education for adults. Studies in the Education of Adults 51:1, pages 55-73.
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Jason Martel. (2018) Three foreign language student teachers’ experiences with content-based instruction: exploring the identity/innovation interface. Innovation in Language Learning and Teaching 12:4, pages 303-315.
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Yu-jung Chang. (2018) Certified But Not Qualified? EFL Pre-service Teachers in Liminality. Journal of Language, Identity & Education 17:1, pages 48-62.
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Chinh Duc Nguyen. (2017) Beyond the school setting: language teachers and tensions of everyday life. Teachers and Teaching 23:7, pages 766-780.
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Yongcan Liu. (2016) The emotional geographies of language teaching. Teacher Development 20:4, pages 482-497.
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Articles from other publishers (24)
Mayez Almayez. (2024) “Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university. Linguistics and Education 79, pages 101252.
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Hanife Taşdemir & Gölge Seferoğlu. (2024) Language teacher identities and identity tensions of early career English teachers. TESOL Journal.
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Yiqian Yan. (2024) Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors. International Journal of Teacher Education and Professional Development 6:1, pages 1-16.
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Mariah J. Fairley. (2024) Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group. Teaching and Teacher Education 137, pages 104398.
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Li Wang & Yihuan Zou. (2023) Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community. Chinese Journal of Applied Linguistics 46:3, pages 349-366.
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Li Zhang & Yohan Hwang. (2023) “Should I change myself or not?”: Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining. Teaching and Teacher Education 127, pages 104092.
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Yuan Gao & Yaqiong Cui. (2022)
Emotional tensions as rewards: An emerging teacher leader's identity construction in
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Bharat Prasad Neupane, Laxman Gnawali & Hem Raj Kafle. (2022) NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022. TEFLIN Journal - A publication on the teaching and learning of English 33:2, pages 330.
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Pinar Kocabas Gedik & Deniz Ortactepe. 2021. Research Anthology on Facilitating New Educational Practices Through Communities of Learning. Research Anthology on Facilitating New Educational Practices Through Communities of Learning
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Ricardo L. Gómez & Ana María Suárez. (2021) Extending impact beyond the community: Protocol for a scoping review of evidence of the impact of communities of practice on teaching and learning in higher education. International Journal of Educational Research Open 2, pages 100048.
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(Mark) Feng Teng. (2020) Understanding TEFL teacher identity: Agency, authority, and vulnerability. TESOL Journal 11:3.
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Diego Fernando Macías Villegas, Wilson Hernández Varona & Angélica Gutiérrez Sánchez. (2020) Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program. Teaching and Teacher Education 91, pages 103055.
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Rama Adithya Varanasi, René F. Kizilcec & Nicola Dell. (2019) How Teachers in India Reconfigure their Work Practices around a Teacher-Oriented Technology Intervention. Proceedings of the ACM on Human-Computer Interaction 3:CSCW, pages 1-21.
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Wen-Bing Gau. (2019) A Reflection on Marketing 4.0 From the Perspective of Senior Citizens’ Communities of Practice. SAGE Open 9:3, pages 215824401986785.
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Ida Fatimawati Adi Badiozaman. (2019) What sustains the novice Malaysian teacher of English: a case study. Journal of Applied Research in Higher Education 12:4, pages 585-597.
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Lina Qian & Haiquan Huang. (2019) An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy. Chinese Journal of Applied Linguistics 42:1, pages 60-78.
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Erin J. Zaffini. (2017) Communities of Practice and Legitimate Peripheral Participation: A Literature Review. Update: Applications of Research in Music Education 36:3, pages 38-43.
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Helena Colliander. (2018) The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices. Teaching and Teacher Education 69, pages 168-176.
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Pinar Kocabas Gedik & Deniz Ortactepe. 2017. Facilitating In-Service Teacher Training for Professional Development. Facilitating In-Service Teacher Training for Professional Development
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Jason Martel. (2015) Learning to Teach a Foreign Language: Identity Negotiation and Conceptualizations of Pedagogical Progress. Foreign Language Annals 48:3, pages 394-412.
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María Cristina Sarasa. (2015) Narrative Research Into the Possibilities of Classroom-Generated Stories in English Teacher Education. PROFILE Issues in Teachers' Professional Development 17:1, pages 13-24.
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Hayriye Kayi-Aydar. (2015) Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education 45, pages 94-103.
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Ling Shi & Luxin Yang. (2014) A community of practice of teaching English writing in a Chinese University. System 42, pages 133-142.
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