A dialogical self approach to the conceptualisation of teacher-inquirer identity
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s10212-019-00459-z.pdf
Reference48 articles.
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3. Assen, J. H. E., Koops, H., Meijers, F., Otting, H., & Poell, R. F. (2018). How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions. Teaching and Teacher Education, 73, 130–140.
4. Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183–191.
5. Baan, J., Gaikhorst, L., van’t Noordende, J., & Volman, M. (2019). The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes. Teaching and Teacher Education, 84, 74–82.
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