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TESL Teacher Educators' Professional Self-Development, Identity, and Agency
16 references·0 citing·45 second hop
TESL Teacher Educators' Professional Self-Development, Identity, and Agency (2018)TESL Teacher Educators' Professional Self…Toward identity‐oriented teacher education: Critical autoethnographic narrative (2018)Toward identity‐oriented teac…The TESOL Encyclopedia of English Language Teaching (2017)The TESOL Encyclopedia of Eng…In This Issue (2016)In This IssueA Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time (2016)A Short Story Approach to Ana…Identity, agency, and second language acquisition (2015)Identity, agency, and second …Autoethnography: Understanding Qualitative Research (2015)Autoethnography: Understandin…Teacher educators’ identity: a review of literature (2014)Teacher educators’ identity: …Teacher Development in a Global Profession: An Autoethnography (2012)Teacher Development in a Glob…Forming a teacher educator identity: uncertain standards, practice and relationships (2011)Forming a teacher educator id…Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity (2010)Becoming a university lecture…Critical Language Teacher Education (2009)Critical Language Teacher Edu…Becoming a teacher educator: evidence from the field (2005)Becoming a teacher educator: …Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education (2004)Teacher Identity as Pedagogy:…Language and Agency (2001)Language and AgencyReconceptualizing the Knowledge-Base of Language Teacher Education (1998)Reconceptualizing the Knowled…Social Identity, Investment, and Language Learning (1995)Social Identity, Investment, …Case Study Research: Design and Methods (1984)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Cooperating Teacher Participation in Teacher Education (2013)Professionally Developing as a Teacher Educator (2014)Developing a teacher identity in the university context: a systematic review of the literature (2016)The Discovery of Grounded Theory (2017)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Communities of practice learning, meaning, and identity (1999)Narrative Inquiry in Applied Linguistics Research (2014)The Decolonial Option in English Teaching: Can the Subaltern Act? (2014)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)The Reflective Practitioner: How Professionals Think in Action (1985)Knowledge and Teaching:Foundations of the New Reform (1987)Toward a Postmethod Pedagogy (2001)The Sociocultural Turn and Its Challenges for Second Language Teacher Education (2006)Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher (2007)Reproduction in Education, Society and Culture (1979)Principles of Language Learning and Teaching (1981)Principles and Practice in Second Language Acquisition (1983)Language, Identity, and the Ownership of English (1997)The Ecology and Semiotics of Language Learning (2004)Identity and Language Learning (2013)Mind in Society: The Development of Higher Psychological Processes (1978)Gender As a Social Structure (2004)Identity and interaction: a sociocultural linguistic approach (2005)Language and Identity (2005)Power/Knowledge: Selected Interviews and Other Writings 1972-1977 (1980)Gender Trouble: Feminism and the Subversion of Identity (1991)Identity, language learning, and social change (2011)Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (2013)Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation (2016)Actual Minds, Possible Worlds (1986)Actual Minds, Possible Worlds. (1986)Narrative Methods for the Human Sciences (2007)A critical review on nonnative English teacher identity research: from 2008 to 2017 (2018)A conceptual framework to understand language teacher identities (2022)A systematic literature review of faculty development for teacher educators (2017)Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers (2019)Domains of teacher identity: A review of quantitative measurement instruments (2019)At the Crossroads of TESOL and English Medium Instruction (2018)Interaction and instructed second language acquisition (2018)EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia (2020)Evolving netnography: how brand auto-netnography, a netnographic sensibility, and more-than-human netnography can transform your research (2018)Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community (2021)
this work references cited by second hop

References

  • 1995Social Identity, Investment, and Language Learning2,906 cited
  • 2001Language and Agency2,123 cited
  • 2017The TESOL Encyclopedia of English Language Teaching1,367 cited
  • 1998Reconceptualizing the Knowledge-Base of Language Teacher Education1,120 cited
  • 2005Becoming a teacher educator: evidence from the field708 cited
  • 2015Autoethnography: Understanding Qualitative Research627 cited
  • 2012Teacher Development in a Global Profession: An Autoethnography349 cited
  • 2004Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education348 cited
  • 2014Teacher educators’ identity: a review of literature251 cited
  • 2016A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time249 cited
  • 2009Critical Language Teacher Education248 cited
  • 2010Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity191 cited
  • 2016In This Issue176 cited
  • 2018Toward identity‐oriented teacher education: Critical autoethnographic narrative167 cited
  • 2015Identity, agency, and second language acquisition162 cited

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  • 2011Forming a teacher educator identity: uncertain standards, practice and relationships144 cited
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