Teacher identity formation through classroom practices in the post-method era: A systematic review
This paper presents a systematic review of 37 empirical studies that explored English teacher identity, and its formation through classroom practices from 1997 to 2020. After excluding 26 non-relevant studies from 63 articles, the remaining research has been analyzed through a systematic process to...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1853304 |