Cargando…

A New Conceptual Framework for Teacher Identity Development

Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel co...

Descripción completa

Detalles Bibliográficos
Autores principales:	Pishghadam, Reza, Golzar, Jawad, Miri, Mir Abdullah
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9126123/ https://www.ncbi.nlm.nih.gov/pubmed/35615191 http://dx.doi.org/10.3389/fpsyg.2022.876395

Ejemplares similares

Toward an Emotioncy Based Education: A Systematic Review of the Literature
por: Miri, Mir Abdullah, et al.
Publicado: (2021)

Review on the conceptual framework of teacher resilience
por: Zhang, Shen, et al.
Publicado: (2023)

Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success
por: Pishghadam, Reza, et al.
Publicado: (2021)

Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students
por: Pishghadam, Reza, et al.
Publicado: (2023)

Toward a framework for understanding translation and interpreting teacher role identity
por: Chen, Bacui, et al.
Publicado: (2022)

Editorial: Intersectionality and Identity Development: How Do We Conceptualize and Research Identity Intersectionalities in Youth Meaningfully?
por: Azmitia, Margarita, et al.
Publicado: (2021)

On the Role of Teachers’ Professional Identity and Well-Being in Their Professional Development
por: Zhao, Qian
Publicado: (2022)

The Implications of EFL/ESL Teachers' Emotions in Their Professional Identity Development
por: Cheng, Ling
Publicado: (2021)

A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities
por: Chen, Zehang, et al.
Publicado: (2022)

Twenty Years’ Development of Teacher Identity Research: A Bibliometric Analysis
por: Zhang, Yunyun, et al.
Publicado: (2022)

Conceptualization of head-heart-hands model for developing an effective 21st century teacher
por: Islam, Md. Aminul, et al.
Publicado: (2022)

The Role of Motivation and Commitment in Teachers’ Professional Identity
por: Ma, Dongmin
Publicado: (2022)

Book Review: Language Teacher Educator Identity
por: Li, Zongqiang
Publicado: (2021)

Revalidation of preservice physical education teacher’s teacher identity scale in Chinese physical education student teachers
por: Yang, Anlu, et al.
Publicado: (2023)

Multisensory Input Modulates P200 and L2 Sentence Comprehension: A One-Week Consolidation Phase
por: Boustani, Nasim, et al.
Publicado: (2021)

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context
por: Xie, Fei, et al.
Publicado: (2021)

English as a Foreign Language Teachers’ Identity and Motivation: The Role of Mindfulness
por: Zhu, Dianyong
Publicado: (2022)

English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation
por: Lu, Huashan, et al.
Publicado: (2022)

Error management for musicians: an interdisciplinary conceptual framework
por: Kruse-Weber, Silke, et al.
Publicado: (2014)

Fluid Attention in Education: Conceptual and Neurobiological Framework
por: Bruya, Brian, et al.
Publicado: (2021)

The Positive Personality Model (PPM): Exploring a New Conceptual Framework for Personality Assessment
por: de la Iglesia, Guadalupe, et al.
Publicado: (2018)

Bridges or Barriers? Conceptualization of the Role of Multiple Identity Gateway Groups in Intergroup Relations
por: Levy, Aharon, et al.
Publicado: (2017)

A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
por: Attwood, Adam I.
Publicado: (2022)

A Conceptual Review of Teacher Enthusiasm and Students' Success and Engagement in Chinese EFL Classes
por: Peng, Chunju
Publicado: (2021)

Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers
por: Hommel, Mandy, et al.
Publicado: (2023)

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia
por: Yang, Suling, et al.
Publicado: (2022)

Freedom dreaming to STEM: A conceptual model for Black youth’s racial and STEM identity development through social media
por: LeBlanc, Tate, et al.
Publicado: (2022)

Mindfulness, Trust, and Leader Effectiveness: A Conceptual Framework
por: Stedham, Yvonne, et al.
Publicado: (2019)

The Welleye: A Conceptual Framework for Understanding and Promoting Wellbeing
por: Dolan, Paul, et al.
Publicado: (2021)

A Conceptual Framework for Understanding Variability in Student Perceptions
por: Gencoglu, Bilge, et al.
Publicado: (2021)

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development
por: Cui, Yulu, et al.
Publicado: (2022)

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development
por: Ping, Wenjiang
Publicado: (2022)

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers
por: Zhang, Fengjuan, et al.
Publicado: (2022)

English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity
por: Xing, Zhaopeng
Publicado: (2022)

“It Is Utterly Out of My Expectation”-A Case Inquiry of Teacher Identity of an EFL Teacher in a Chinese Shadow School Setting
por: Wang, Feng, et al.
Publicado: (2021)

Supporting the well-being of new university teachers through teacher professional development
por: Gast, Inken, et al.
Publicado: (2022)

Cognitive image, affective image, cultural dimensions, and conative image: A new conceptual framework
por: Yang, Shaohua, et al.
Publicado: (2022)

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
por: Chen, Mo, et al.
Publicado: (2023)

Reintroducing Consciousness in Psychopathology: Review of the Literature and Conceptual Framework
por: Ouwersloot, Gert, et al.
Publicado: (2020)

School EFL Teachers’ Research Identity Construction in the Chinese University–School Community
por: Wang, Xuemei, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_ro2ij0mrog3rrlff95nensi9si