The role of emotional tensions in English language student teachers’ identity construction: an activity theory perspective-Reference-Cited by-同舟云学术

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The role of emotional tensions in English language student teachers’ identity construction: an activity theory perspective

Published:2024-07-18 Issue: Volume: Page:1-17
ISSN:0260-7476
Container-title:Journal of Education for Teaching
language:en
Short-container-title:Journal of Education for Teaching

Author:

Nazari Mostafa¹^ORCID,Karimpour Sedigheh²,Esfandyari Mojtaba³^ORCID

Affiliation:

1. Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong

2. Department of English Language, Mazandaran University of Medical Sciences, Sari, Iran

3. Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2024.2379820

Reference42 articles.

1. Ary, D., L. C. Jacobs, C. K. Sorensen, and D. A. Walker. 2018. Introduction to Research in Education. Wadsworth: Cengage Learning.

2. Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers

3. A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time

4. Benesch, Sarah. 2017. Emotions and English Language Teaching: Exploring teachers’ Emotion Labor. New York: Routledge.

5. Using Thematic Analysis in Sychology;Braun Virginia.;Qualitative Research in Psychology,2006

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