Citations (70)
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Niina Salonen & Sari Havu-Nuutinen. (2023) Emerging professional identities: motivations for choosing early education as a minor subject in Finland. Journal of Early Childhood Teacher Education 44:4, pages 684-702.
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Heleen Simonsz, Yvonne Leeman & Wiel Veugelers. (2023) On the threshold of being a teacher: motivations and ideals of 116 Dutch student teachers. Asia-Pacific Journal of Teacher Education 51:4, pages 328-343.
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Bo Qin, Gang Zhu, Chen Cheng, Pedro Membiela, Juanjo Mena & Jinfei Zhu. (2023) Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective. Professional Development in Education 49:4, pages 670-692.
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Fatma Tokoz Goktepe & Naciye Kunt. (2023) Obstructions in normative teacher identity development: a case study in Turkey. Professional Development in Education 49:3, pages 442-457.
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Sigal Achituv & Ruth Danino Lichtenstein. (2023) Which of the Bible stories do you best remember? The significance of selected Bible stories for early childhood education students. British Journal of Religious Education 45:2, pages 186-199.
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Jodi Nickel & Stacy Crosby. (2022) Professional identity values and tensions for early career teachers. Teaching Education 33:3, pages 317-331.
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Anne Martin, Mirja Tarnanen & Päivi Tynjälä. (2021) Narratives of professional development in a teachers’ creative writing group. New Writing 18:4, pages 480-495.
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Genejane Adarlo & Mary Francis Therese Pelias. (2021) Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers. Asia-Pacific Journal of Teacher Education 49:2, pages 177-202.
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Heleen Simonsz, Yvonne Leeman & Wiel Veugelers. (2020) Beginning student teachers’ educational ideals. European Journal of Teacher Education 43:5, pages 712-729.
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Denchai Prabjandee. (2020) Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program. Teacher Development 24:1, pages 71-87.
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Tiina Anspal, Äli Leijen & Erika Löfström. (2019) Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula. Scandinavian Journal of Educational Research 63:5, pages 679-695.
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Jodi Nickel & Jim Zimmer. (2019) Professional identity in graduating teacher candidates. Teaching Education 30:2, pages 145-159.
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Katrin Poom-Valickis & Erika Löfström. (2019) “Pupils should have respect for you, although I have no idea how to achieve this?”: The ideals and experiences shaping a teacher’s professional identity. Educational Studies 45:2, pages 145-162.
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Anne Martin, Mirja Tarnanen & Päivi Tynjälä. (2018) Exploring teachers’ stories of writing: a narrative perspective. Teachers and Teaching 24:6, pages 690-705.
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Ciarán Ó Gallchóir, Joanne O’Flaherty & Carmel Hinchion. (2018) Identity development: what I notice about myself as a teacher. European Journal of Teacher Education 41:2, pages 138-156.
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Amal J. Al-Khatib & Martha J. Lash. (2017) Professional Identity of an Early Childhood Black Teacher in a Predominantly White School: A Case Study. Child Care in Practice 23:3, pages 242-257.
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Jeongyeon Kim & Bradley Tatar. (2017) Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language. Journal of Language, Identity & Education 16:3, pages 157-171.
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Aivi Toompalu, Äli Leijen & Katrin Kullasepp. (2017) Professional role expectations and related feelings when solving pedagogical dilemmas: a comparison of pre- and in-service teachers. Teacher Development 21:2, pages 307-323.
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Bin Ai & Lifei Wang. (2017) Re-entering my space: a narrative inquiry into teaching English as a foreign language in an imagined third space. Teachers and Teaching 23:2, pages 227-240.
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Garth Stahl, Erica Sharplin & Ben Kehrwald. (2016) Developing pre-service teachers’ confidence: real-time coaching in teacher education. Reflective Practice 17:6, pages 724-738.
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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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Shosh Leshem. (2016) A studio tells its story: student-teachers learn differently. European Journal of Teacher Education 39:2, pages 174-189.
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Katriina Maaranen, Harri Pitkäniemi, Katariina Stenberg & Liisa Karlsson. (2016) An idealistic view of teaching: teacher students’ personal practical theories. Journal of Education for Teaching 42:1, pages 80-92.
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Raimundo Castaño, Raquel Poy, Raluca Tomşa, Noelia Flores & Cristina Jenaro. (2015) Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables. Teachers and Teaching 21:7, pages 894-907.
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Erika Löfström & Tuomas Pursiainen. (2015) Knowledge and knowing in mathematics and pedagogy: a case study of mathematics student teachers’ epistemological beliefs. Teachers and Teaching 21:5, pages 527-542.
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Emese Bukor. (2015) Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves. Teachers and Teaching 21:3, pages 305-327.
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Fanni Liu Coward, Doug Hamman, Leah Johnson, Matthew Lambert, John Indiatsi & Li Zhou. (2015) Centrality of enactive experiences, framing, and motivation to student teachers’ emerging professional identity. Teaching Education 26:2, pages 196-221.
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Fiona Price. (2013) Proximal ethnography: ‘inside-out-inside’ research and the impact of shared metaphors of learning. Teachers and Teaching 19:6, pages 595-609.
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Okan Arslan. Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments. Reflective Practice 0:0, pages 1-16.
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Articles from other publishers (41)
Laura M. Kennedy. (2023) Here ghost nothing: A novice teacher's letter to the ghosts that haunt them. Teaching and Teacher Education 133, pages 104259.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Kübra Çelikdemir & Çiğdem Haser. (2023) Transformation of preservice mathematics teachers' teacher identity orientations through a video club. Journal of Mathematics Teacher Education.
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Chloe Simiao Pan, Suzannie K. Y. Leung & Sally Wai-yan Wan. (2023) Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice. Education Sciences 13:4, pages 342.
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Ilona Rinne, Ulla Lundqvist, Björn Friis Johannsen & Ali Yildirim. (2023) “When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education. Teaching and Teacher Education 122, pages 103958.
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A. К. Belolutskaya, I. S. Krishtofik & V. A. Mkrtchyan. (2022) Features of teacher’s reflection: Connection with personal and professional value orientations. The Education and science journal 24:7, pages 160-190.
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Okan Arslan, Çiğdem Haser & Laura R. Van Zoest. (2021) The mathematics teacher identity of two early career mathematics teachers and the influence of their working communities on its development. Journal of Mathematics Teacher Education 25:4, pages 429-452.
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Yuko Iwai. (2022) Diversities in Teacher Education. International Journal of Bias, Identity and Diversities in Education 7:1, pages 1-16.
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Imad Al-Hawamdeh. 2022. Autoethnographic Perspectives on Multilingual Life Stories. Autoethnographic Perspectives on Multilingual Life Stories
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Maomao Feng & Hoe Kyeung Kim. (2022) EFL Teachers’ Spatial Construction of Linguistic Identities for Sustainable Development in Globalization. Sustainability 14:8, pages 4532.
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Antonio Giner-Gomis, Marcos Jesús, Inés Lozano-Cabezas & Perla Mayela. (2022) Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research. International Journal of Educational Methodology 8:1, pages 179-189.
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Ruurd Taconis. 2022. Science Identities. Science Identities
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Rouhua Wang, Majid Elahi Shirvan & Tahereh Taherian. (2021) An Ecological Study of Identity in Teaching English as a Foreign Language in Light of the Dynamic Systems Model of Role Identity. Frontiers in Psychology 12.
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Nancy Maria Torres Cepeda & Bertha Ramos Holguín. (2021) The dynamic process of student-teachers’ construction of identity as future teachers. Cuadernos de Lingüística Hispánica:38, pages 1-20.
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Khalil Gholami, Sonia Faraji, Paulien C. Meijer & Kirsi Tirri. (2021) Construction and deconstruction of student teachers’ professional identity: A narrative study. Teaching and Teacher Education 97, pages 103142.
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E. G. Belyakova & I. G. Zakharova. (2020) Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education. The Education and science journal 22:1, pages 84-112.
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Clare Martin. (2020) From LSA to teacher: the value of classroom experience in shaping a ‘teacher’ identity. Support for Learning 35:1, pages 23-42.
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Filomena Alves Rodrigues & Maria João Mogarro. (2020) Imagens de identidade profissional de futuros professores. Revista Brasileira de Educação 25.
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Bin Ai, Lifei Wang & Alexander Kostogriz. (2019) Becoming a Teacher of Business English in China: A Critical Narrative. Chinese Journal of Applied Linguistics 42:2, pages 182-198.
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Nancy María Torres-Cepeda & Bertha Ramos-Holguín. (2019) Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives. GiST Education and Learning Research Journal 18, pages 6-27.
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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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Maaret Juutilainen, Riitta-Leena Metsäpelto & Anna-Maija Poikkeus. (2018) Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency. Teaching and Teacher Education 76, pages 116-125.
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Hoa Thi Mai Nguyen & Hongzhi Yang. (2018) Learning to become a teacher in Australia: a study of pre-service teachers’ identity development. The Australian Educational Researcher 45:5, pages 625-645.
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Ahsan Sethi, Susie Schofield, Sean McAleer & Rola Ajjawi. (2018) The influence of postgraduate qualifications on educational identity formation of healthcare professionals. Advances in Health Sciences Education 23:3, pages 567-585.
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Garth Stahl, Erica Sharplin & Benjamin KehrwaldGarth Stahl, Erica Sharplin & Benjamin Kehrwald. 2018. Real-Time Coaching and Pre-Service Teacher Education. Real-Time Coaching and Pre-Service Teacher Education
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?li Leijen, Riina Linde & Tuulike Kivestu. (2015) Perception of Professional Identity Among the Violin Teachers of Estonian Music Schools. Procedia - Social and Behavioral Sciences 191, pages 1728-1734.
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Maija Lanas & Geert Kelchtermans. (2015) “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education 47, pages 22-29.
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