Auswahl der wissenschaftlichen Literatur zum Thema „Language Teacher Identity“
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Zeitschriftenartikel zum Thema "Language Teacher Identity"
Kayi-Aydar, Hayriye. „Language teacher identity“. Language Teaching 52, Nr. 3 (Juli 2019): 281–95. http://dx.doi.org/10.1017/s0261444819000223.
Der volle Inhalt der QuelleSilva, Victoria Oliveira da, und Larissa Dantas Rodrigues Borges. „Language Teacher Identity Formation“. Revista Linguagem em Foco 13, Nr. 1 (04.06.2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.
Der volle Inhalt der QuelleBarkuizen, Gary. „Language Teacher Mindset and Teacher Identity“. Language Teacher 47, Nr. 5 (01.09.2023): 6–7. http://dx.doi.org/10.37546/jalttlt47.5-1.
Der volle Inhalt der QuelleDimitrieska, Vesna. „Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work“. International Journal of Literacy, Culture, and Language Education 4 (26.12.2023): 86–89. http://dx.doi.org/10.14434/ijlcle.v4i.35754.
Der volle Inhalt der QuelleShaima M. Saalh. „Exploring the Integration of Environmental Identity within EFL Teacher's Identity“. Journal of the College of Education for Women 33, Nr. 4 (30.12.2022): 19–26. http://dx.doi.org/10.36231/coedw.v33i4.1635.
Der volle Inhalt der QuelleArchanjo, Renata, Malba Barahona und Kyria Rebeca Finardi. „Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile“. Colombian Applied Linguistics Journal 1, Nr. 21 (23.04.2019): 62–75. http://dx.doi.org/10.14483/22487085.14086.
Der volle Inhalt der QuelleMoon, Youngha, und Ahrim Oh. „Analyzing Teacher Identity of Korean Language Teachers in Korea“. Korean Society of Culture and Convergence 45, Nr. 8 (31.08.2023): 1071–83. http://dx.doi.org/10.33645/cnc.2023.08.45.08.1071.
Der volle Inhalt der QuelleMastandrea, Adam, und Gabrielé Palaimaité. „Identity Development of Foreign Language Teachers in Lithuania“. Verbum 12 (08.12.2021): 5. http://dx.doi.org/10.15388/verb.24.
Der volle Inhalt der QuelleSafatian, Fakhereh. „The Intersectionality of Language Teacher Identity: Exploring the Complex Interplay between Language Teacher Identity, Gender, Ethnicity, and Professional Background“. Journal of Studies in Education 14, Nr. 2 (29.05.2024): 43. http://dx.doi.org/10.5296/jse.v14i2.21903.
Der volle Inhalt der QuelleIshihara, Noriko, und Julia Menard-Warwick. „In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives“. Multilingua 37, Nr. 3 (25.04.2018): 255–74. http://dx.doi.org/10.1515/multi-2016-0086.
Der volle Inhalt der QuelleDissertationen zum Thema "Language Teacher Identity"
Trejo-Guzman, Nelly Paulina. „The teacher self construction of language teachers“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.
Der volle Inhalt der QuelleFajardo, Castaneda Jose Alberto. „Teacher identity construction : exploring the nature of becoming a primary school language teacher“. Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1326.
Der volle Inhalt der QuelleSmith, Steven John. „English language teacher education in Cuba : context, pedagogy and identity“. Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.
Der volle Inhalt der QuelleDiaz, De La Garza Ana Maria Elisa. „The emerging identity of preservice teachers during the practicum component of second language teacher education“. Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411892/.
Der volle Inhalt der QuelleLuebbers, Julie Brooke. „How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.
Der volle Inhalt der QuelleRuiz, Vázquez Luis. „Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.
Der volle Inhalt der QuelleRong, Xiaoyan, und 戎晓燕. „Teacher identity reconstruction in response to China's curriculum reform : a case study of six English language teachers“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206483.
Der volle Inhalt der Quellepublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Aboshiha, Pamela Joan. „Identity and dilemma : the 'native speaker' English language teacher in a globalising world“. Thesis, Canterbury Christ Church University, 2007. http://create.canterbury.ac.uk/16629/.
Der volle Inhalt der QuelleWest, Joyce Phillis. „Student teacher ethnocentrism: attitudes and beliefs about language“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.
Der volle Inhalt der QuelleAfrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
Vasquez, Julian A. „A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.
Der volle Inhalt der QuelleBücher zum Thema "Language Teacher Identity"
Tajeddin, Zia, und Bedrettin Yazan. Language Teacher Identity Tensions. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411.
Der volle Inhalt der QuelleBarkhuizen, Gary. Reflections on Language Teacher Identity Research. New York, NY ; Milton Park, Abingdon, Oxon :: Routledge, 2016. http://dx.doi.org/10.4324/9781315643465.
Der volle Inhalt der QuelleSadeghi, Karim, und Farah Ghaderi, Hrsg. Theory and Practice in Second Language Teacher Identity. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13161-5.
Der volle Inhalt der QuelleYang, Shanshan. Language Teacher Emotion, Identity Learning and Curriculum Reform. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9742-8.
Der volle Inhalt der QuelleYazan, Bedrettin, und Nathanael Rudolph, Hrsg. Criticality, Teacher Identity, and (In)equity in English Language Teaching. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72920-6.
Der volle Inhalt der QuelleKiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.
Den vollen Inhalt der Quelle findenKiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.
Den vollen Inhalt der Quelle findenDixon, Kathleen. Making relationships: Gender in the forming of academic community. New York: P. Lang, 1997.
Den vollen Inhalt der Quelle findenPfeifer, Silvia Melo. Language Teacher Identity. Wiley & Sons, Incorporated, John, 2024.
Den vollen Inhalt der Quelle findenPfeifer, Silvia Melo. Language Teacher Identity. Wiley & Sons, Incorporated, John, 2024.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Language Teacher Identity"
Barkhuizen, Gary. „Language Teacher Identity“. In Research Questions in Language Education and Applied Linguistics, 549–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_96.
Der volle Inhalt der QuelleBarkhuizen, Gary. „Teacher identity“. In The Routledge Handbook of English Language Teacher Education, 536–52. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-42.
Der volle Inhalt der QuelleBarkhuizen, Gary. „Teacher identity“. In The Routledge Handbook of English Language Teacher Education, 536–52. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-36.
Der volle Inhalt der QuelleLi, Li. „Teacher Cognition and Identity“. In Language Teacher Cognition, 241–75. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_8.
Der volle Inhalt der QuelleTajeddin, Zia, und Bedrettin Yazan. „Language Teacher Identity Tensions“. In Language Teacher Identity Tensions, 1–11. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-1.
Der volle Inhalt der QuelleElsheikh, Aymen, und Elham Yahia. „Language Teacher Professional Identity“. In Second Language Learning and Teaching, 27–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_3.
Der volle Inhalt der QuelleTajeddin, Zia, Minoo Alemi und Zahra Maleknia. „Language Teachers' Gendered Identity“. In Language Teacher Identity Tensions, 193–211. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-16.
Der volle Inhalt der QuelleYang, Shanshan. „Language Teacher Emotion“. In Language Teacher Emotion, Identity Learning and Curriculum Reform, 13–26. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9742-8_3.
Der volle Inhalt der QuelleRudolph, Nathanael. „Borderland Negotiations of Personal–Professional Identity“. In Language Teacher Identity Tensions, 77–91. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-7.
Der volle Inhalt der QuelleAlmnaies, Shahd, und Helen Donaghue. „Age and Nationality“. In Language Teacher Identity Tensions, 62–76. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003402411-6.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Language Teacher Identity"
Rochsantiningsih, Dewi. „Exploring Language Teacher Roles as Teacher Identity“. In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.
Der volle Inhalt der QuelleKondrateva, Irina G., und Anastasia V. Fakhrutdinova. „Modeling Teacher’s Multicultural Identity through Studying a Foreign Language“. In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.39.
Der volle Inhalt der QuelleMahalingappa, Laura. „Using Critical Language Awareness to Address Language, Identity, and Ideologies in Teacher Education“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009372.
Der volle Inhalt der QuellePeña-Pincheira, Romina. „"Why Did the Teacher Discuss Gender Discrimination?" Language Teacher Identity and Agency for Social Justice“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576093.
Der volle Inhalt der QuelleRobertson, W. Boden. „Graduate Teaching Assistant Language Teacher Identity Development: Asserting Agency Through Pedagogical Struggles“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894889.
Der volle Inhalt der QuelleGIANG-LE, NGUYEN. „Queer Teacher Identity in Vietnamese English Language Teaching for Gender- and Sexual-Minority Learners“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680142.
Der volle Inhalt der QuelleAustin, Tasha. „"A Hard Time Seeing the Relevance": Race and Discourse Identity in Language Teacher Preparation“. In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004278.
Der volle Inhalt der QuelleKhabibullina, Alsu, Elvira F. Nagumanova und Oksana V. Shemshurenko. „Aspects of the Cultural Identity of Russian and Tatar Literatures as a Factor of Education of Language Teachers for Bilingual Schools of the Republic of Tatarstan“. In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0975.
Der volle Inhalt der QuelleParton, Chea. „"Knowing Where I've Been": A (Non)Rural English Language Arts Teacher Navigates Identity and Place-Responsive Pedagogy“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681652.
Der volle Inhalt der QuelleAkimenko, Olessya. „Navigating Identity: The Unexplored Narrative of a White “Nonnative” Teacher of English as an Additional Language in Canada“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113775.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Language Teacher Identity"
Mocanu, Vasilica, und Inelissa Suárez Quevedo. Traineeships abroad as spaces for shaping language teachers’ identity. The case of Englishspeaking teacher trainees in a Spanish context. Edicions i Publicacions de la Universitat de Lleida, 2024. http://dx.doi.org/10.21001/sintagma.2024.36.06.
Der volle Inhalt der QuelleXiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5510.
Der volle Inhalt der QuelleRomero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
Der volle Inhalt der QuelleDanaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, Mai 2014. http://dx.doi.org/10.34074/ocds.003.
Der volle Inhalt der QuelleDanaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, Mai 2014. http://dx.doi.org/10.34074/ocds.003.
Der volle Inhalt der QuelleKravtsov, Hennadiy M., und Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.
Der volle Inhalt der QuelleShalatska, Hanna M., Olena Yu Zotova-Sadylo und Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3881.
Der volle Inhalt der QuelleLyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, März 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.
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