A Kaleidoscope of I-Positions: Chinese Volunteers’ Enactment of Teacher Identity in Australian Classrooms-Reference-Cited by-同舟云学术

A Kaleidoscope of I-Positions: Chinese Volunteers’ Enactment of Teacher Identity in Australian Classrooms

Published:2022-06-10 Issue: Volume: Page:1-16
ISSN:1534-8458
Container-title:Journal of Language, Identity & Education
language:en
Short-container-title:Journal of Language, Identity & Education

Author:

Ballantyne Cheryl Ann¹^ORCID

Affiliation:

1. Western Sydney University

Publisher

Informa UK Limited

Subject

Linguistics and Language,Language and Linguistics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/15348458.2022.2057991

Reference26 articles.

1. A dialogical approach to conceptualizing teacher identity

2. Preserving the Respondent’s Standpoint in a Research Interview: Different Strategies of ‘Doing’ the Interviewer

3. Teacher Identity Discourses

4. Ballantyne, C. A. (2018). The dialogical self in becoming a teacher: Chinese volunteers’ experiences of enacting and constructing a teacher identity in discourse and practice [Doctoral dissertation, Western Sydney University]. Research Direct. http://Hdl.handle.net/1959.7/uws:48135

5. Understanding teacher identity: an overview of issues in the literature and implications for teacher education

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2. “Who am I?”: an autoethnographic self-study on teacher identity and emotional labour of a volunteer teacher during COVID-19;Asia Pacific Journal of Education;2024-07-29

3. Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión);Journal for the Study of Education and Development;2023-05-25