Construction of professional identity in novel teachers. Learning experiences: help or hindrance?
Author:
Funder
Fondo Nacional de Desarrollo Científico y Tecnológico
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10212-024-00824-7.pdf
Reference48 articles.
1. Acuña, F., Contreras, P., & Assaél, J. (2019). Monólogo y silencio en Los consejos de profesores: Posiciones subjetivas que la política educativa configura en directivos y docentes de Dos Escuelas públicas no selectivas de Chile. Education Policy Analysis Archives, 27(78), 1–32. https://doi.org/10.14507/epaa.27.3842
2. Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
3. Chavez, J. (2020). Space-time in the study of learning trajectories,Learning: Research and Practice,7 (1), 36–53. https://doi.org/10.1080/23735082.2020.1811884
4. Chávez, J. Fauré, J., & Barril, J. (2021). The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education, 42(2), 256–273. https://doi.org/10.1080/02619768.2021.1905627
5. Chávez, J., Fauré, J., & Barril. J. P. (2022). The role of agency in the construction and development of professional identity. Learning: research and practice, 9(1), 93 108. https://doi.org/10.1080/23735082.2022.2134575
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