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Book Review

Research on teacher identity: mapping challenges and innovations

edited by Paul A. Schutz, Dionne Cross Francis, and Ji Hong, Cham, Switzerland, 2018, 251 pp., $99.99, ISBN: 978-3319938356

References

  • Beijaard, D. 2019. “Teacher Learning as Identity Learning: Models, Practices, and Topics.” Teachers and Teaching 25 (1): 1–6. doi:10.1080/13540602.2019.1542871.
  • Deng, L., G. Zhu, G. Li, Z. Xu, A. Rutter, and H. Rivera. 2018. “Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation amid the Teaching Practicums.” The Asia-Pacific Education Researcher 27 (6): 441–453. doi:10.1007/s40299-018-0404-3.
  • 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.
  • Geijsel, F., and F. Meijers. 2005. “Identity Learning: The Core Process of Educational Change.” Educational Studies 31 (4): 419–430. doi:10.1080/03055690500237488.
  • Mockler, N. 2011. “Beyond ‘What Works’: Understanding Teacher Identity as a Practical and Political Tool.” Teachers and Teaching 17 (5): 517–528. doi:10.1080/13540602.2011.602059.
  • Perryman, J., and G. Calvert. 2020. “What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention.” British Journal of Educational Studies 68 (1): 3–23.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Zhu, G. 2017. “Chinese Student Teachers’ Perspectives on Becoming a Teacher in the Practicum: Emotional and Ethical Dimensions of Identity Shaping.” Journal of Education for Teaching 43 (4): 491–495.
  • Zhu, G. 2020a. “A Prism of the Educational Utopia: The East Asian Educational Model, Reference Society, and Reciprocal Learning.” Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2020.1714547.
  • Zhu, G. 2020b. ““Educate Your Heart before Your Mind”: The Counter-narratives of One African American Female Teacher’s Asset-, Equity-and Justice-oriented Pedagogy in One Urban School.” Urban Education 004208592090224. doi:10.1177/0042085920902244.
  • Zhu, G., J. Mena, and C. Johnson. 2020. “Chinese Student Teachers’ Teaching Practicum Experiences: Insights from Transformative Learning, Third Space, and Dialogical-self Theory.” International Journal of Educational Research 103: 101638. doi:10.1016/j.ijer.2020.101638.
  • Zhu, G., M. Rice, H. Rivera, J. Mena, and A. Van Der Want. 2020. “‘I Did Not Feel Any Passion for My Teaching’: A Narrative Inquiry of Beginning Teacher Attrition in China.” Cambridge Journal of Education 1–21. doi:10.1080/0305764X.2020.1773763.

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