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The dark side of mentoring on pre-service language teachers' identity formation · Study

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ArticleThe dark side of mentoring on pre-service language teachers' identity formation

Rui Eric Yuan2016

Article2016

The dark side of mentoring on pre-service language teachers' identity formation

156 citations·0/0 files stored·Teaching and Teacher Education

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Teacher Education and Leadership Studies EFL/ESL Teaching and Learning Reflective Practices in Education

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Citations in this library

Stored only when both papers are in the corpus — 156 citations exist upstream.

References

1980Qualitative research and evaluation methods 1992Basics of Qualitative Research 1987Self-discrepancy: A theory relating self and affect.1986Possible selves.2004Reconsidering research on teachers’ professional identity 1987The Dynamic Self-Concept: A Social Psychological Perspective 2009Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education 2009Understanding teacher identity: an overview of issues in the literature and implications for teacher education

Cited by

2023Understanding teacher identity in teachers' professional lives: A systematic review of the literature 2018Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong 2021Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction 2016Exploring student teachers' motivation change in initial teacher education: A Chinese perspective 2016Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland 2019Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China 2022Utilisation of entrepreneurial experiences in student-driven mentoring processes

Details

Year2016

Typearticle

Published2016-01-21

VenueTeaching and Teacher Education

ISSN-L0742-051X

Languageen

Citations156

Files0 public / 0

ShelfTeacher Education and Leadership Studies

Identifiers

doi10.1016/j.tate.2016.01.012

openalex_workW2279540220

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