Novice Teachers’ Technology Integration and Professional Identity Reframing in the Chinese as an Additional Language Classroom-Reference-Cited by-同舟云学术

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Novice Teachers’ Technology Integration and Professional Identity Reframing in the Chinese as an Additional Language Classroom

Published:2022 Issue: Volume: Page:195-210
ISSN:1572-0292
Container-title:Educational Linguistics
language:
Short-container-title:

Author:

Gong Yang Frank,Gao Xuesong Andy,Lai Chun

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-13161-5_14

Reference35 articles.

1. Badia, A., & Iglesias, S. (2019). The science teacher identity and the use of technology in the classroom. Journal of Science Education and Technology, 28(5), 532–541. https://doi.org/10.1007/s10956-019-09784-w

2. Barkhuizen, G. (Ed.). (2017). Reflections on language teacher identity research. Routledge.

3. Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and Quantity, 36(4), 391–409. https://doi.org/10.1023/A:1020909529486

4. Charmaz, K. (1990). ‘Discovering’ chronic illness: Using grounded theory. Social Science & Medicine, 30(11), 1161–1172. https://doi.org/10.1016/0277-9536(90)90256-R

5. Chronaki, A., & Matos, A. (2014). Technology use and mathematics teaching: Teacher change as discursive identity work. Learning, Media and Technology, 39(1), 107–125. https://doi.org/10.1080/17439884.2013.776076

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