Four spheres of student-teachers’ professional identity formation through learning about curriculum development

References

• Aneja, G. A. 2016. “(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education.” TESOL Quarterly 50 (3): 572–596. doi:10.1002/tesq.315.
   Web of Science ®Google Scholar
• Anspal, T., Ä. Leijen, and E. 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): 679–695. doi:10.1080/00313831.2017.1420688.
   Web of Science ®Google Scholar
• Arcidiacono, C., F. Procentese, and I. Di Napoli. 2009. “Qualitative and Quantitative Research: An Ecological Approach.” International Journal of Multiple Research Approaches 3 (2): 163–176. doi:10.5172/mra.3.2.163.
   Google Scholar
• Atkins, L., and S. Wallace. 2012. Qualitative Research in Education. London: Sage.
   Google Scholar
• Banegas, D. L. 2019. “Language Curriculum Transformation and Motivation through Action Research.” The Curriculum Journal 30 (4): 422–440. doi:10.1080/09585176.2019.1646145.
   Web of Science ®Google Scholar
• Banegas, D. L., R. Pinner, and I. Larrondo. 2022. “Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on student-teachers.” TESOL Quarterly 56 (2): 445–473 . doi:10.1002/tesq.3060.
   Web of Science ®Google Scholar
• Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education.” Cambridge Journal of Education 39 (2): 175–189. doi:10.1080/03057640902902252.
   Google Scholar
• Beijaard, D., P. C. Meijer, and N. Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20 (2): 107–128. doi:10.1016/j.tate.2003.07.001.
   Web of Science ®Google Scholar
• Beijaard, D. 2019. “Teacher Learning as Identity Learning: Models, Practices, and Topics.” Teachers and Teaching Theory and Practice 25 (1): 1–6. doi:10.1080/13540602.2019.1542871.
   Web of Science ®Google Scholar
• Borg, S., and H. S. Sanchez, eds. 2015. International Perspectives on Teacher Research. Basingstoke: Palgrave.
   Google Scholar
• Chu, Y. 2020. “Preservice Teachers Learning to Teach and Developing Teacher Identity in a Teacher Residency.” Teaching Education 1–17. doi:10.1080/10476210.2020.1724934.
   Web of Science ®Google Scholar
• Clarke, V., and V. Braun. 2016. “Thematic Analysis.” In Analysing Qualitative Data in Psychology, edited by E. Lyons and A. Coyle, 84–103. 2nd ed. New York: Sage.
   Google Scholar
• Esteban-Guitart, M. 2014. “Funds of Identity.” In Encyclopedia of Critical Psychology, edited by T. Teo, 752–757. New York, NY: Springer.
   Google Scholar
• Esteban-Guitart, M. 2016. Funds of Identity. Connecting Meaningful Learning Experiences in and Out of School. New York: Cambridge University Press.
   Google Scholar
• Fairley, M. J. 2020. “Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies-based Approach and Practical Applications.” TESOL Quarterly 54 (5): 1037–1064. doi:10.1002/tesq.568.
   Web of Science ®Google Scholar
• Flores, M. A. 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): 145–158. doi:10.1080/02607476.2020.1724659.
   Web of Science ®Google Scholar
• Foucault, M. 2011. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977, trans. C. Gordon. New York: Pantheon Books.
   Google Scholar
• Golombek, P. 2017. “Innovating My Thinking and Practices as a Language Teacher Educator through My Work as a Researcher.” In Innovative Practices in Language Teacher Education. Spanning the Spectrum from Intra- to Interpersonal Professional Development, edited by T. Gregersen and P. MacIntyre, 15–32. Cham: Springer.
   Google Scholar
• Graves, K. 2016. “Language Curriculum Design: Possibilities and Realities.” In The Routledge Handbook of English Language Teaching, edited by G. Hall, 79–93. London: Routledge.
   Google Scholar
• Graves, K. 2021. “Mind the Gap: A Tale of Two Curriculum Fallacies.” Language Teaching 1–13. doi:10.1017/S0261444821000148.
   Web of Science ®Google Scholar
• Guerrero, C. H., and B. Meadows. 2015. “Global Professional Identity in Deterretorialized Spaces: A Case Study of A Critical Dialogue between Expert and Novice Nonnative English Speaker Teachers.” Profile: Issues in Teachers’ Professional Development 17 (2): 13–27. doi:10.15446/profile.v17n2.44194.
   Google Scholar
• Gutman, M. 2021. “From Teacher to Senior Teacher Educator: Exploring the Teaching-Research Nexus in Israeli Academic Colleges of Education.” Journal of Education for Teaching 47 (3): 439–453. doi:10.1080/02607476.2021.1886570.
   Web of Science ®Google Scholar
• Izadinia, M. 2015. “A Closer Look at the Role of Mentor Teachers in Shaping Preservice Teachers’ Professional Identity.” Teaching and Teacher Education 52: 1–10. doi:10.1016/j.tate.2015.08.003.
   Web of Science ®Google Scholar
• Kier, M. W., and T. D. Lee. 2017. “Exploring the Role of Identity in Elementary Preservice Teachers Who Plan to Specialize in Science Teaching.” Teaching and Teacher Education 61: 199–210. doi:10.1016/j.tate.2016.10.016.
   Web of Science ®Google Scholar
• Krippendorff, K., and R. Craggs. 2016. “The Reliability of Multi-valued Coding of Data.” Communication Methods and Measures 10 (4): 181–198. doi:10.1080/19312458.2016.1228863.
   Web of Science ®Google Scholar
• Lincoln, Y., and E. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Lowe, R. J. 2020. Uncovering Ideology in English Language Teaching: Identifying the ‘Native Speaker’ Frame. Vol. 19. Cham: Springer Nature.
   Google Scholar
• Macalister, J., and I. S. P. Nation. 2020. Language Curriculum Design. 2nd ed. New York/Abingdon: Routledge.
   Google Scholar
• Mickan, P., and I. Wallace, eds. 2020. The Routledge Handbook of Language Education Curriculum Design. London: Routledge.
   Google Scholar
• Priestley, M., G. Biesta, and S. Robinson. 2015. Teacher Agency: An Ecological Approach. London: Bloomsbury.
   Google Scholar
• Richards, J. 2017. Curriculum Development in Language Teaching. 2nd ed. Cambridge: Cambridge University Press.
   Google Scholar
• Richards, J. 2021. “Teacher, Learner and Student-Teacher Identity in TESOL.” RELC Journal 003368822199130. doi:10.1177/0033688221991308.
   Web of Science ®Google Scholar
• Ruohotie-Lyhty, M., R. C. Aragão, and A. Pitkänen-Huhta. 2021. “Language Teacher Identities as Socio-politically Situated Construction: Finnish and Brazilian Student Teachers’ Visualisations of Their Professional Futures.” Teaching and Teacher Education 100: 103270. doi:10.1016/j.tate.2020.103270.
   Web of Science ®Google Scholar
• Saldaña, J. 2013. The Coding Manual for Qualitative Researchers. 2nd ed. London: Sage.
   Google Scholar
• Shawer, S. F. 2010. “Classroom-level Curriculum Development: EFL Teachers as Curriculum-developers, Curriculum-makers and Curriculum-transmitters.” Teaching and Teacher Education 26 (2): 173–184. doi:10.1016/j.tate.2009.03.015.
   Web of Science ®Google Scholar
• Shieh, J-J., and B. L. Reynolds. 2020. ““The Origin and Impact of an ESL Teacher’s Beliefs on Curriculum Design”. Asia Pacific Journal of Education. doi:10.1080/02188791.2020.1832043.
   Web of Science ®Google Scholar
• Timŏstšuk, I., and A. Ugaste. 2010. “Student Teachers’ Professional Identity.” Teaching and Teacher Education 26 (8): 1563–1570. doi:10.1016/j.tate.2010.06.008.
   Web of Science ®Google Scholar
• Trent, J. 2013. “From Learner to Teacher: Practice, Language, and Identity in a Teaching Practicum.” Asia-Pacific Journal of Teacher Education 41 (4): 426–440. doi:10.1080/1359866X.2013.838621.
   Web of Science ®Google Scholar
• Vermunt, J. D., M. Vrikki, P. Warwick, and N. Mercer. 2017. “Connecting Teacher Identity Formation to Patterns in Teacher Learning.” In The Sage Handbook of Research on Teacher Education, edited by D. Jean Clandinin and J. Hussu, 143–159. London: Sage.
   Google Scholar
• Wedell, M., and L. Grassick, eds. 2018. International Perspectives on Teachers Living with Curriculum Change. Cham: Palgrave.
   Google Scholar
• Wolff, D., and P. I. De Costa. 2017. “Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST.” Modern Language Journal 101 (S1): 76–90. doi:10.1111/modl.12370.
   Web of Science ®Google Scholar
• Zhu, Y., and D. Shu. 2017. “Implementing Foreign Language Curriculum Innovation in a Chinese Secondary School: An Ethnographic Study on Teacher Cognition and Classroom Practices.” System 66: 100–112. doi:10.1016/j.system.2017.03.006.
   Web of Science ®Google Scholar