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• 2016Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children103 cited
• 2022Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography99 cited
• 2017Identity constructions of ESP teachers in a Chinese university96 cited
• 2017“It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework64 cited
• 2014The importance of orientation: implications of professional identity on classroom practice and for professional learning62 cited
• 2023Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach59 cited
• 2011Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools59 cited
• 2012The Significance of Preschool Teacher’s Personality in Early Childhood Education: Analysis of Eysenck’s and Big Five Dimensions of Personality51 cited
• 2016Toward a Linguistically Responsive Teacher Identity: An Empirical Review of the Literature47 cited
• 2017"Everyone Wants You to Do Everything": Investigating the Professional Identity Development of Teacher Educators45 cited
• 2021A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development42 cited
• 2017Images of past teachers: Present when you teach36 cited