“What Kind of Teachers We Are (Becoming) and What Kind of Teachers We Might Be”—Making Sense of Duoethnographic Positive Psychology-Related Experience by Preservice English Teachers-Reference-Cited by-同舟云学术

“What Kind of Teachers We Are (Becoming) and What Kind of Teachers We Might Be”—Making Sense of Duoethnographic Positive Psychology-Related Experience by Preservice English Teachers

Published:2021 Issue: Volume: Page:137-158
ISSN:2193-7648
Container-title:Second Language Learning and Teaching
language:
Short-container-title:

Author:

Werbińska Dorota^ORCID

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-030-64444-4_8

Reference53 articles.

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2. Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New York, NY: Routledge.

3. Alsup, J. (2019). Millennial teacher identity discourses. New York, NY: Routledge.

4. Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45, 391–414.

5. Barkhuizen, G. (2016). A short story approach to analysing teacher (imagined) identities over time. TESOL Quarterly, 50, 655–683.

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