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Cambridge Journal of Education Volume 48, 2018 - Issue 5
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Articles

Veteran teachers’ identity: what does the research literature tell us?

Carmen CarrilloFaculty of Education, International University of Catalonia, Barcelona, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-7592-8557
ORCID Icon &
Maria Assunção FloresInstitute of Education, University of Minho, Braga, PortugalORCID Iconhttps://orcid.org/0000-0002-4698-7483
ORCID Icon
Pages 639-656 | Received 12 Apr 2017, Accepted 12 Oct 2017, Published online: 07 Nov 2017

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Markus Sebastian Feser & Inka Haak. (2023) Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education 59:2, pages 287-320.
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Clare Woolhouse. (2023) Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me”. Educational Studies 0:0, pages 1-15.
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Jennifer R. Karnopp & Peter Bjorklund$suffix/text()$suffix/text(). (2022) Ties for the phases: tie formation and educator life phases in urban fringe and rural schools. Teachers and Teaching 28:3, pages 315-329.
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Christina Gray, Geoffrey M. Lowe, Peter F. Prout & Sarah Jefferson. (2021) ‘Just like breathing’: A portrait of an 85-year-old veteran teacher. Teachers and Teaching 27:6, pages 571-586.
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Sonja Lutovac & Maria Assunção Flores. (2021) ‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development. Journal of Education for Teaching 47:3, pages 379-394.
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Manuel Granjo, José Castro Silva & Francisco Peixoto. (2021) Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?. European Journal of Teacher Education 44:2, pages 158-179.
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Kaisa Pihlainen, Kristiina Korjonen-Kuusipuro & Eija Kärnä. (2021) Perceived benefits from non-formal digital training sessions in later life: views of older adult learners, peer tutors, and teachers. International Journal of Lifelong Education 40:2, pages 155-169.
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Angélica Monteiro, Ana Mouraz & Leanete Thomas Dotta. (2020) Veteran teachers and digital technologies: myths, beliefs and professional development. Teachers and Teaching 26:7-8, pages 577-587.
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Maria Assunção Flores. (2020) Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching 46:2, pages 145-158.
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Jing Li & Cheryl J. Craig. (2019) A narrative inquiry into a rural teacher’s emotions and identities in China: through a teacher knowledge community lens. Teachers and Teaching 25:8, pages 918-936.
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Teresa O’Doherty & Judith Harford. (2018) Teacher recruitment: reflections from Ireland on the current crisis in teacher supply. European Journal of Teacher Education 41:5, pages 654-669.
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Sonja Babic, Astrid Mairitsch, Sarah Mercer, Giulia Sulis & Jim King. Language teachers’ capitals as resources for wellbeing across the career trajectories. European Journal of Teacher Education 0:0, pages 1-19.
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Xu Liu, Tessa Mearns & Wilfried Admiraal. “For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context. Asia Pacific Journal of Education 0:0, pages 1-19.
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Articles from other publishers (16)

Yiqian Yan. (2024) Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades. Sage Open 14:2.
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Zahid Shafait & Jiayu Huang. (2023) From knowledge-oriented leadership to emotional intelligence to creative performance: teachers’ assessment from Chinese higher education. Current Psychology 43:14, pages 12388-12401.
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Brady L. Nash, Alina A. Pruitt & Diane L. Schallert. (2024) “Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process. Teachers College Record: The Voice of Scholarship in Education 126:1, pages 61-88.
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Quentin Brouhier, Thibault Coppe, Virginie März & Isabel Raemdonck. (2023) Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands. Teaching and Teacher Education 133, pages 104273.
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Hélia Jacinto & Susana Carreira. (2023) Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency. European Journal of Science and Mathematics Education 11:1, pages 105-122.
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Sonja Babic, Astrid Mairitsch, Sarah Mercer, Giulia Sulis, Jun Jin, Jim King, Ursula Lanvers & Sun Shin. (2022) Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education 113, pages 103686.
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Sue Langford & Megan Crawford. (2022) Walking with teachers: A study to explore the importance of teacher wellbeing and their careers. Management in Education, pages 089202062210757.
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Antonio Portela Pruaño, Abraham Bernárdez Gómez, Juan José Marrero Galván & José Miguel Nieto Cano. (2022) Intergenerational Professional Development and Learning of Teachers: A Mixed Methods Study. International Journal of Qualitative Methods 21, pages 160940692211332.
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Amal Ibourk. (2021) Storied identities and teacher candidates’ developing practices. Cultural Studies of Science Education 16:4, pages 1239-1266.
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José Carlos Morgado, José Alberto Lencastre, Thiago Freires & Marco Bento. (2021) Smart Education as Empowerment: Outlining Veteran Teachers’ Training to Promote Digital Migration. Technology, Knowledge and Learning 26:4, pages 897-916.
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Zahid Shafait, Muhammad Asif Khan, Umar Farooq Sahibzada, Zdzisław Dacko-Pikiewicz & József Popp. (2021) An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education. PLOS ONE 16:8, pages e0255428.
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Marc Boutet, Andrée Dasharnais & Séréna Royer. 2021. L’archipel des temps de la formation. L’archipel des temps de la formation 51 80 .
Judy-anne Osborn, Elena Prieto & Edwina Butler. 2021. The Learning and Development of Mathematics Teacher Educators. The Learning and Development of Mathematics Teacher Educators 245 262 .
Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2019) Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review 27, pages 15-27.
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Kimberly A. Gonzalez, David T. Eberiel & Thomas B. Shea. (2019) Collaborative Mentoring for Retaining Secondary Biology Teachers. Journal of Microbiology & Biology Education 20:3.
Crossref
Maria Assunção Flores. 2018. Resilience in Education. Resilience in Education 167 184 .

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