From learner to teacher: practice, language, and identity in a teaching practicum

References

• Barton, D., & Tusting, K. (2005). Introduction. In D. Barton & K. Tusting (Eds.), Beyond communities of practice. Language, power, and social context (pp. 1–13). Cambridge: Cambridge University Press.
   Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
   Google Scholar
• Bloomfield, D. (2010). Emotions and “getting by”: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38, 221–234.
   Web of Science ®Google Scholar
• Bogden, R., & Biklen, S. (2003). Qualitative research for education (4th ed.). Boston, MA: Allyn Bacon.
   Google Scholar
• Britzman, D. (2003). Practice makes practice. A critical study of learning to teach. Albany: State University of New York Press.
   Google Scholar
• Burbules, N., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences and limits. In T. Popkewitz & L. Fendler (Eds.), Critical theories in education. Changing terrains of knowledge and politics (pp. 45–65). New York, NY: Routledge.
   Google Scholar
• Danielewicz, J. (2001). Teaching selves. Identity, pedagogy, and teacher education. Albany: State University of New York Press.
   Google Scholar
• Davies, B. (1994). Poststructuralist theory and classroom practice. Geelong: Deakin University Press.
   Google Scholar
• Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. London: Routledge.
   Google Scholar
• Ferrier-Kerr, J. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25, 790–797.
   Web of Science ®Google Scholar
• Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916–934.
   Web of Science ®Google Scholar
• Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234.
   Web of Science ®Google Scholar
• Hsu, S. (2005). Help-seeking behaviour of student teachers. Educational Research, 47(3), 307–318.
   Web of Science ®Google Scholar
• Huang, S.-Y., & Waxman, H. (2009). The association of school environment to student teachers’ satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235–243.
   Web of Science ®Google Scholar
• Jorgensen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London: Sage.
   Google Scholar
• Laclau, E., & Mouffe, C. (1985). Hegemony and socialist strategy: Towards a radical democratic politics. London: Verso.
   Google Scholar
• Langenhove, L., & Harre, R. (1999). Introducing positioning theory. In R. Harre & L. Langenhove (Eds.), Positioning theory (pp. 14–31). Oxford: Blackwell.
   Google Scholar
• Layder, D. (2006). Understanding social theory. London: Sage.
   Google Scholar
• Merriam, S. (2009). Qualitative research. A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M., & Huberman, M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Millar Marsh, M. (2003). The social fashioning of teacher identities. New York, NY: Peter Lang.
   Google Scholar
• Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54(1), 31–42.
   Web of Science ®Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Pennycook, A. (2004). Critical applied linguistics. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 784–807). Malden, MA: Blackwell.
   Google Scholar
• Schatzki, T. (2002). The site of the social. A philosophical account of the constitution of social life and change. University Park: The Pennsylvania State University Press.
   Google Scholar
• Smith, K., & Lev-Ari, L. (2005). The placement practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289–302.
   Google Scholar
• Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44.
   Google Scholar
• Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). London: Blackwell.
   Google Scholar
• Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar