Exploring the Role of Religious Ideology in English Language Teachers’ Identity Construction: A Community of Practice Perspective
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-022-00710-0.pdf
Reference39 articles.
1. Aghagolzadeh, F., & Davari, H. (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 47–62). Springer.
2. Almayez, M. (2022). Investigating the place of religion within the professional identity construction of two Muslim English language teachers in Saudi Arabia. Cogent Education, 9(1), 2091632. https://doi.org/10.1080/2331186X.2022.2091632
3. Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–683. https://doi.org/10.1002/tesq.311
4. Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System. https://doi.org/10.1016/j.system.2021.102656
5. Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372–387. https://doi.org/10.1016/j.system.2008.02.002
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