Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation
Author:
Affiliation:
1. Te Hononga School of Curriculum and Pedagogy, The University of Waikato, Hamilton, New Zealand
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2018.1480010
Reference24 articles.
1. Social Cognitive Theory: An Agentic Perspective
2. Reconsidering research on teachers’ professional identity
3. Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase
4. Rethinking the Associate Teacher and Pre-Service Teacher Relationship
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