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“Every experience is a moving force”: identity and growth through mentoring
16 references·10 citing·35 second hop
“Every experience is a moving force”: identity and growth through mentoring (2003)“Every experience is a moving force”: ide…Practice Makes Practice (2012)Practice Makes PracticeValues in English Language Teaching (2006)Values in English Language Te…Values in English Language Teaching (2003)Values in English Language Te…Practice makes practice: a critical study of learning to teach (2003)Practice makes practice: a cr…Non-native educators in English language teaching . Ed. by George Braine. Mahwah, NJ: Lawrence Erlbaum, 1999. Pp. xxi, 233. (2000)Non-native educators in Engli…The Role of self in teacher development (1999)The Role of self in teacher d…Active location in teachers' construction of their professional identities (1999)Active location in teachers' …Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research (1997)Roles, Responsibilities, and …Language, Identity, and the Ownership of English (1997)Language, Identity, and the O…Learning to teach. (1996)Learning to teach.Social Identity, Investment, and Language Learning (1995)Social Identity, Investment, …The non-native english speaking EFL/ESL teacher's self-image: An international survey (1994)The non-native english speaki…Teachers’ lives, critical incidents, and professional practice (1994)Teachers’ lives, critical inc…Learning to Teach: Instructional Actions and Decisions of Preservice ESL Teachers (1992)Learning to Teach: Instructio…Caring: A Feminine Approach to Ethics and Moral Education (1984)Caring: A Feminine Approach t…Becoming a Teacher (1975)Becoming a Teacher“It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework (2017)“It just made me look at lang…Preservice teachers’ professional identity development and the role of mentor teachers (2016)Preservice teachers’ professi…Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context (2014)Chinese Teachers’ Professiona…Great Expectations: The TESOL Practicum as a Professional Learning Experience (2013)Great Expectations: The TESOL…Research on Mentoring Language Teachers: Its Role in Language Education (2012)Research on Mentoring Languag…Language teachers: Research and studies in language(s) education, teaching, and learning in Teaching and Teacher Education, 1985–2012 (2012)Language teachers: Research a…Teachers’ Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research (2009)Teachers’ Perspectives on the…L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience (2009)L’utilité du tutorat pour de …Transformative Second and Foregin Language Learning for the 21st Century (2006)Transformative Second and For…The nature and substance of cooperating teacher reflection (2006)The nature and substance of c…Context and Culture in Language Teaching (1995)Alternative Approaches to Second Language Acquisition (2011)Identity, language learning, and social change (2011)The Location of Culture (2012)Displacing the 'native speaker': expertise, affiliation, and inheritance (1990)Native or non-native: who's worth more? (1992)World Englishes: approaches, issues and resources (1992)Becoming a student teacher: core features of the experience (2007)The employability of non-native-speaker teachers of EFL: A UK survey (2007)Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran (2008)Principles of Language Learning and Teaching (1981)Principles and Practice in Second Language Acquisition (1983)Second Language Acquisition and Second Language Learning (1989)The Ecology and Semiotics of Language Learning (2004)The four elementary forms of sociality: Framework for a unified theory of social relations. (1992)Telling Secrets, Revealing Lives (2006)Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis (2007)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Four Ages of Professionalism and Professional Learning (2000)Theorizing Language Teacher Identity: Three Perspectives and Beyond (2005)Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers (2009)The development of student teachers’ professional identity (2010)Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Conceptualizing Teacher Professional Learning (2011)Multilingual writers and the academic community: towards a critical relationship (2002)The Native Speaker in Applied Linguistics (2004)Teacher Development in a Global Profession: An Autoethnography (2012)The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation (2002)Teacher learning in the context of a video club (2004)Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession (2010)The Functions of Teacher Emotions: The Good, the Bad, and the Ugly (2003)Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work (2012)Professional identity tensions of beginning teachers (2013)
this work references cited by second hop

References

  • 1984Caring: A Feminine Approach to Ethics and Moral Education6,312 cited
  • 1995Social Identity, Investment, and Language Learning2,875 cited
  • 2003Practice makes practice: a critical study of learning to teach2,188 cited
  • 1996Learning to teach.1,655 cited
  • 1997Language, Identity, and the Ownership of English1,488 cited
  • 1975Becoming a Teacher1,042 cited
  • 1999Active location in teachers' construction of their professional identities624 cited
  • 2000Non-native educators in English language teaching . Ed. by George Braine. Mahwah, NJ: Lawrence Erlbaum, 1999. Pp. xxi, 233.309 cited
  • 1994The non-native english speaking EFL/ESL teacher's self-image: An international survey302 cited
  • 1999The Role of self in teacher development297 cited
  • 1997Roles, Responsibilities, and Relationships in Mentoring: A Literature Review and Agenda for Research224 cited
  • 2003Values in English Language Teaching206 cited
  • 1992Learning to Teach: Instructional Actions and Decisions of Preservice ESL Teachers195 cited
  • 1994Teachers’ lives, critical incidents, and professional practice162 cited
  • 2012Practice Makes Practice132 cited

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  • 2006Values in English Language Teaching104 cited
  • Cited by

    • 2009Teachers’ Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research86 cited
    • 2013Great Expectations: The TESOL Practicum as a Professional Learning Experience84 cited
    • 2006The nature and substance of cooperating teacher reflection75 cited
    • 2009L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience74 cited
    • 2016Preservice teachers’ professional identity development and the role of mentor teachers70 cited
    • 2012Research on Mentoring Language Teachers: Its Role in Language Education67 cited
    • 2017“It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework64 cited
    • 2014Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context59 cited
    • 2006Transformative Second and Foregin Language Learning for the 21st Century29 cited
    • 2012Language teachers: Research and studies in language(s) education, teaching, and learning in Teaching and Teacher Education, 1985–201227 cited