Zeitschriftenartikel zum Thema „Language Teacher Identity“
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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 QuelleNeupane, Bharat Prasad, Laxman Gnawali und Hem Raj Kafle. „NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022“. TEFLIN Journal - A publication on the teaching and learning of English 33, Nr. 2 (20.11.2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
Der volle Inhalt der QuelleRahimi, Amir H., und Hamid Allami. „Realization of Language Teacher’s Ideal Identity as Peacebuilder“. Language Teaching Research Quarterly 41 (Februar 2024): 37–51. http://dx.doi.org/10.32038/ltrq.2024.41.04.
Der volle Inhalt der QuelleShiweda, Meameno Aileen, und Fikameni Salomo. „Language teacher identities“. JULACE: Journal of the University of Namibia Language Centre 4, Nr. 1 (28.09.2020): 49–60. http://dx.doi.org/10.32642/julace.v4i1.1465.
Der volle Inhalt der QuelleЧудайкина, Галина, und Galina Chudaykina. „On professional identity of English language teachers“. Services in Russia and abroad 8, Nr. 2 (21.04.2014): 98–108. http://dx.doi.org/10.12737/3591.
Der volle Inhalt der QuelleUbaidillah, M. Faruq, Erna Andriyanti und Anita Triastuti. „UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE“. LLT Journal: A Journal on Language and Language Teaching 27, Nr. 2 (27.08.2024): 844–65. http://dx.doi.org/10.24071/llt.v27i2.8944.
Der volle Inhalt der QuelleAppleby, Roslyn. „Researching Privilege in Language Teacher Identity“. TESOL Quarterly 50, Nr. 3 (September 2016): 755–68. http://dx.doi.org/10.1002/tesq.321.
Der volle Inhalt der QuelleYao, Yan, und Carleigh Bristol Slater. „‘Teaching Like a Robot’: Chinese English Language Teachers Perceptions of Identity“. Language Teaching Research Quarterly 40 (April 2024): 94–112. http://dx.doi.org/10.32038/ltrq.2024.40.06.
Der volle Inhalt der QuelleMeihami, Hussein. „Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher“. Pedagogika 135, Nr. 3 (01.12.2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.
Der volle Inhalt der QuelleWerbińska, Dorota. „From Turning Points to Teacher Identity Learning Environments: Late-Career Language Teachers Speak Up“. Roczniki Humanistyczne 71, Nr. 10 (29.12.2023): 177–96. http://dx.doi.org/10.18290/rh237110.12.
Der volle Inhalt der QuelleLander, Roderick. „Queer English Language Teacher Identity: A Narrative Exploration in Colombia“. Profile: Issues in Teachers´ Professional Development 20, Nr. 1 (01.01.2018): 89–101. http://dx.doi.org/10.15446/profile.v20n1.63658.
Der volle Inhalt der QuelleSwanti, Veronika. „REDEFINING IDENTITY: THE INTERNATIONAL SCHOOL LANGUAGE TEACHERS� NARRATIVES OF THE PAST AND PRESENT ENTERPRISE“. IJIET (International Journal of Indonesian Education and Teaching) 4, Nr. 1 (03.02.2020): 121–32. http://dx.doi.org/10.24071/ijiet.v4i1.2015.
Der volle Inhalt der QuelleBacquet, Jennifer Ngan. „Researching Identity in Language Teachers – Current Challenges and Implications“. International Journal of Education and Literacy Studies 9, Nr. 4 (05.11.2021): 174. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.174.
Der volle Inhalt der QuelleAnku, Joyce. „Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana“. LET: Linguistics, Literature and English Teaching Journal 14, Nr. 1 (29.06.2024): 1–28. http://dx.doi.org/10.18592/let.v14i1.12374.
Der volle Inhalt der QuelleAktekin, Nafiye Cigdem, und Hatice Celebi. „ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise“. International Journal of Language Education 4, Nr. 2 (30.03.2020): 113. http://dx.doi.org/10.26858/ijole.v4i2.10655.
Der volle Inhalt der QuelleTeng, (Mark) Feng. „Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers“. English Teaching & Learning 43, Nr. 2 (03.05.2019): 189–212. http://dx.doi.org/10.1007/s42321-019-00024-3.
Der volle Inhalt der QuelleTorres-Rocha, Julio César. „High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements“. PROFILE Issues in Teachers' Professional Development 19, Nr. 2 (01.07.2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.
Der volle Inhalt der QuelleBukor, Emese. „The Impact of Personal and Professional Experiences: Holistic Exploration of Teacher Identity“. Working Papers in Language Pedagogy 7 (01.12.2013): 48–73. http://dx.doi.org/10.61425/wplp.2013.07.48.73.
Der volle Inhalt der QuelleDe Costa, Peter I. „Social Interaction and English Language Teacher Identity“. ELT Journal 73, Nr. 2 (04.01.2019): 235–37. http://dx.doi.org/10.1093/elt/ccy052.
Der volle Inhalt der QuelleFlores Delgado, Lizette Drusila, Irlanda Olave Moreno und Ana Cecilia Villarreal Ballesteros. „The impact of role modeling on the professional identity of pre-service teachers“. Indonesian Journal of Applied Linguistics 10, Nr. 1 (01.06.2020): 143–52. http://dx.doi.org/10.17509/ijal.v10i1.25024.
Der volle Inhalt der QuelleBarahona, Malba, und Ximena Ibaceta-Quijanes. „Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context“. RELC Journal 51, Nr. 3 (31.05.2019): 347–63. http://dx.doi.org/10.1177/0033688219847315.
Der volle Inhalt der QuelleJawad Golzar, Mir Abdullah Miri und Mostafa Nazari. „English Teacher Professional Identity Tensions across Language Schools and Public Universities“. English as a Foreign Language International Journal 26, Nr. 5 (02.09.2022): 5–26. http://dx.doi.org/10.56498/3912652022.
Der volle Inhalt der QuelleKAYA, Fatma. „Identity (Re)Construction of Turkish Pre-service Language Teachers during the Practicum“. International e-Journal of Educational Studies 7, Nr. 14 (04.06.2023): 243–56. http://dx.doi.org/10.31458/iejes.1228795.
Der volle Inhalt der QuelleMasson, Mimi, Alaa Azan und Amanda Battistuzzi. „Centering Social Justice and Well-Being in FSL Teacher Identity Formation to Promote Long-Term Retention“. in education 29, Nr. 2 (26.07.2024): 54–77. http://dx.doi.org/10.37119/ojs2024.v29i2.723.
Der volle Inhalt der QuelleJanes, Sasha, und Julian Chen. „Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching“. Australian Journal of Applied Linguistics 7, Nr. 1 (13.04.2024): 1–23. http://dx.doi.org/10.29140/ajal.v7n1.1333.
Der volle Inhalt der QuelleWerbińska, Dorota. „A teacher-in-context“. Apples - Journal of Applied Language Studies 11, Nr. 2 (26.06.2017): 103–23. http://dx.doi.org/10.17011/apples/urn.201708233541.
Der volle Inhalt der QuelleMoate, Josephine, und Maria Ruohotie-Lyhty. „Identity and Agency Development in a CLIL-based Teacher Education Program“. Journal for the Psychology of Language Learning 2, Nr. 2 (20.09.2020): 92–106. http://dx.doi.org/10.52598/jpll/2/2/7.
Der volle Inhalt der QuelleParlindungan, Firman, und Adrian Rodgers. „Negotiating Language Arts and Muslim Identity“. Journal of Education in Muslim Societies 5, Nr. 1 (September 2023): 4–25. http://dx.doi.org/10.2979/jems.5.1.02.
Der volle Inhalt der QuelleParlindungan, Firman, und Adrian Rodgers. „Negotiating Language Arts and Muslim Identity“. Journal of Education in Muslim Societies 5, Nr. 1 (September 2023): 4–25. http://dx.doi.org/10.2979/jems.2023.a911228.
Der volle Inhalt der QuelleKasmiran, Marselus Suarta. „NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS“. Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, Nr. 2 (23.11.2019): 59. http://dx.doi.org/10.20527/jetall.v1i2.7367.
Der volle Inhalt der QuelleKeskin, Magdalena, und Gökhan Öztürk. „Exploring the Perceptions Regarding Language Teacher Educator Identity: A Multiple Case Study on Three ELT Teacher Educators“. Pedagogika 148, Nr. 4 (30.12.2022): 85–105. http://dx.doi.org/10.15823/p.2022.148.5.
Der volle Inhalt der QuelleAltun, Suna. „The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development“. Advances in Language and Literary Studies 10, Nr. 1 (28.02.2019): 163. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.163.
Der volle Inhalt der QuelleWerbińska, Dorota. „Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency“. Glottodidactica. An International Journal of Applied Linguistics 49, Nr. 1 (30.06.2022): 217–40. http://dx.doi.org/10.14746/gl.2022.49.1.13.
Der volle Inhalt der QuelleSarbasova, V. N. „LANGUAGE AS A KEY COMPONENT IN THE STRUCTURE OF NATIONAL IDENTITY OF FUTURE TEACHERS“. BULLETIN Series of Pedagogical Sciences 66, Nr. 2 (06.08.2020): 150–54. http://dx.doi.org/10.51889/2020-2.1728-5496.26.
Der volle Inhalt der QuelleEgitim, Soyhan. „Practical and Theoretical Implications of Teachers’ Prior Language Learning Experiences for Their Teacher Identity Development“. International Journal of Applied Linguistics and English Literature 10, Nr. 4 (29.07.2021): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.1.
Der volle Inhalt der QuelleAguilar, Jenny Mendieta, und Olivia Rütti-Joy. „Language Teaching in the ‘Third Space’: Identity Trajectories and Professional Development Needs“. Language Teaching Research Quarterly 33 (Februar 2023): 99–114. http://dx.doi.org/10.32038/ltrq.2023.33.05.
Der volle Inhalt der QuelleWu, Di, Lawrence Jun Zhang und Lan Wei. „Becoming a translation teacher“. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, Nr. 1 (22.07.2021): 311–38. http://dx.doi.org/10.1075/resla.18040.wu.
Der volle Inhalt der QuelleSukenti, Desi, Syahrul Ramadhan, Mukhaiyar Mukhaiyar und Syahraini Tambak. „Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes“. JPI (Jurnal Pendidikan Indonesia) 11, Nr. 3 (25.08.2022): 448–56. http://dx.doi.org/10.23887/jpiundiksha.v11i3.40995.
Der volle Inhalt der QuelleHenry, Alastair. „A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives“. Studies in Second Language Learning and Teaching 9, Nr. 2 (01.07.2019): 263–85. http://dx.doi.org/10.14746/ssllt.2019.9.2.2.
Der volle Inhalt der QuelleBirkner, Victor. „Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage“. Colombian Applied Linguistics Journal 26, Nr. 1 (19.06.2024): 91–105. http://dx.doi.org/10.14483/22487085.19641.
Der volle Inhalt der QuelleGoodman, Debra. „Language Study in Teacher Education: Exploring the Language in Language Arts“. Language Arts 84, Nr. 2 (01.11.2006): 1–12. http://dx.doi.org/10.58680/la20065621.
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