Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(teacher identity). Showing records 1 – 30 of 560 total matches.

[1] [2] [3] [4] [5] … [19]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Adelaide

1. Young, Kenneth David. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.

Degree: 2017, University of Adelaide

 This thesis examines the perspectives of one cohort of secondary school preservice teachers regarding the roles of secondary school teachers as they explained their professional… (more)

Subjects/Keywords: teacher education; preservice teacher; preservice teacher role identity framework; teacher identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Young, K. D. (2017). Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/110915

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Thesis, University of Adelaide. Accessed February 24, 2020. http://hdl.handle.net/2440/110915.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Web. 24 Feb 2020.

Vancouver:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Internet] [Thesis]. University of Adelaide; 2017. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2440/110915.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Thesis]. University of Adelaide; 2017. Available from: http://hdl.handle.net/2440/110915

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

2. Chi, Hyun Jung. Development and Examination of a Model of Science Teacher Identity (STI).

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  In this study, a new conceptual model of Science Teacher Identity (STI) was proposed and examined. The construct dimensions of science teacher identity were… (more)

Subjects/Keywords: Science Education; Science Teacher Identity; Teacher Identity; Teacher Education; Psychometrics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chi, H. J. (2009). Development and Examination of a Model of Science Teacher Identity (STI). (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038

Chicago Manual of Style (16th Edition):

Chi, Hyun Jung. “Development and Examination of a Model of Science Teacher Identity (STI).” 2009. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038.

MLA Handbook (7th Edition):

Chi, Hyun Jung. “Development and Examination of a Model of Science Teacher Identity (STI).” 2009. Web. 24 Feb 2020.

Vancouver:

Chi HJ. Development and Examination of a Model of Science Teacher Identity (STI). [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038.

Council of Science Editors:

Chi HJ. Development and Examination of a Model of Science Teacher Identity (STI). [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038


University of California – San Diego

3. Fargason, Sharon Gayle. Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers.

Degree: Education, 2017, University of California – San Diego

 California is in the midst of a teacher shortage crisis in part due to poor retention of new teachers and because of novice teacher attrition.… (more)

Subjects/Keywords: Teacher education; agency; framing; identity; novice; teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fargason, S. G. (2017). Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/91x930vc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fargason, Sharon Gayle. “Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers.” 2017. Thesis, University of California – San Diego. Accessed February 24, 2020. http://www.escholarship.org/uc/item/91x930vc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fargason, Sharon Gayle. “Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers.” 2017. Web. 24 Feb 2020.

Vancouver:

Fargason SG. Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2020 Feb 24]. Available from: http://www.escholarship.org/uc/item/91x930vc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fargason SG. Negotiating a Professional Self: The Shifting or Stability of Identity in Novice Teachers. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/91x930vc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

4. Titu, Preethi. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 Teachers' beliefs about science teaching are established and nurtured through their own experiences as learners. While teacher beliefs have a significant impact on their classroom… (more)

Subjects/Keywords: Induction; Reflective Practice; Teacher Beliefs; Teacher Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Titu, P. (2019). Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209009

Chicago Manual of Style (16th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Doctoral Dissertation, University of Minnesota. Accessed February 24, 2020. http://hdl.handle.net/11299/209009.

MLA Handbook (7th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Web. 24 Feb 2020.

Vancouver:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11299/209009.

Council of Science Editors:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209009


University of Minnesota

5. Tornberg, Robert E. The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 This study is rooted in several interests of the researcher: 1) Literature focusing on the importance of teacher identity development for pre-service and in-service teachers;… (more)

Subjects/Keywords: Jewish Education; Jewish Identity; Jewish Teacher Identity; Religious Education; Teacher Education; Teacher Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tornberg, R. E. (2014). The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165808

Chicago Manual of Style (16th Edition):

Tornberg, Robert E. “The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 24, 2020. http://hdl.handle.net/11299/165808.

MLA Handbook (7th Edition):

Tornberg, Robert E. “The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships.” 2014. Web. 24 Feb 2020.

Vancouver:

Tornberg RE. The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11299/165808.

Council of Science Editors:

Tornberg RE. The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165808


University of Illinois – Urbana-Champaign

6. Kang, Grace. The power of teachers: exploring identity, agency, and collaboration in the context of literacy.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This is a time when teachers are not treated as professionals and often are blamed for the state of today’s public education system. Although, there… (more)

Subjects/Keywords: collaboration; teacher agency; teacher identity; teacher practice; professional development; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kang, G. (2015). The power of teachers: exploring identity, agency, and collaboration in the context of literacy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78311

Chicago Manual of Style (16th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 24, 2020. http://hdl.handle.net/2142/78311.

MLA Handbook (7th Edition):

Kang, Grace. “The power of teachers: exploring identity, agency, and collaboration in the context of literacy.” 2015. Web. 24 Feb 2020.

Vancouver:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2142/78311.

Council of Science Editors:

Kang G. The power of teachers: exploring identity, agency, and collaboration in the context of literacy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78311

7. Subryan, Shubhashnee. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.

Degree: PhD, 2017, University of Derby

 International test results posed concerns about the future of science education in Canada, the UK, and the USA. Stakeholders such as Let's Talk Science and… (more)

Subjects/Keywords: 507.1; Professional Identity; Science teacher professional identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Subryan, S. (2017). Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/621337

Chicago Manual of Style (16th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Doctoral Dissertation, University of Derby. Accessed February 24, 2020. http://hdl.handle.net/10545/621337.

MLA Handbook (7th Edition):

Subryan, Shubhashnee. “Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?.” 2017. Web. 24 Feb 2020.

Vancouver:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Internet] [Doctoral dissertation]. University of Derby; 2017. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10545/621337.

Council of Science Editors:

Subryan S. Exploring secondary school science teacher professional identity : can it be influenced and reshaped by experiences of professional development programmes?. [Doctoral Dissertation]. University of Derby; 2017. Available from: http://hdl.handle.net/10545/621337


University of New South Wales

8. Ollerhead, Sue. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.

Degree: Education, 2013, University of New South Wales

 This multi-site case study research project examines the experiences of teachers and adult ESL literacy learners within Australia’s Language, Literacy and Numeracy Program (LLNP). Drawing… (more)

Subjects/Keywords: Teacher identity; Learner identity; Adult ESL learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ollerhead, S. (2013). Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Ollerhead, Sue. “Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.” 2013. Doctoral Dissertation, University of New South Wales. Accessed February 24, 2020. http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true.

MLA Handbook (7th Edition):

Ollerhead, Sue. “Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.” 2013. Web. 24 Feb 2020.

Vancouver:

Ollerhead S. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2020 Feb 24]. Available from: http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true.

Council of Science Editors:

Ollerhead S. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true


Tartu University

9. Anspal, Tiina. The development of teacher identity through role and self-conception in pre-service teacher education .

Degree: 2018, Tartu University

 Uuringud näitavad, et paljud õpetajakoolituse lõpetanud ei asu õpetajana tööle või kui asuvad, siis lahkuvad peagi. On leitud, et need õpetajad, kellel on paremini välja… (more)

Subjects/Keywords: teacher training; teachers; professional identity; self-identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Anspal, T. (2018). The development of teacher identity through role and self-conception in pre-service teacher education . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/61210

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Anspal, Tiina. “The development of teacher identity through role and self-conception in pre-service teacher education .” 2018. Thesis, Tartu University. Accessed February 24, 2020. http://hdl.handle.net/10062/61210.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Anspal, Tiina. “The development of teacher identity through role and self-conception in pre-service teacher education .” 2018. Web. 24 Feb 2020.

Vancouver:

Anspal T. The development of teacher identity through role and self-conception in pre-service teacher education . [Internet] [Thesis]. Tartu University; 2018. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10062/61210.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anspal T. The development of teacher identity through role and self-conception in pre-service teacher education . [Thesis]. Tartu University; 2018. Available from: http://hdl.handle.net/10062/61210

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

10. Lyon, Grace Ellen. Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context.

Degree: PhD, Science Education, 2003, University of Georgia

 This multiple case study employed interpretivist methodology to form a grounded theory of how three participants, in a unique situated block of course-work integrating methods,… (more)

Subjects/Keywords: teacher identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lyon, G. E. (2003). Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lyon_grace_e_200308_phd

Chicago Manual of Style (16th Edition):

Lyon, Grace Ellen. “Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context.” 2003. Doctoral Dissertation, University of Georgia. Accessed February 24, 2020. http://purl.galileo.usg.edu/uga_etd/lyon_grace_e_200308_phd.

MLA Handbook (7th Edition):

Lyon, Grace Ellen. “Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context.” 2003. Web. 24 Feb 2020.

Vancouver:

Lyon GE. Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2020 Feb 24]. Available from: http://purl.galileo.usg.edu/uga_etd/lyon_grace_e_200308_phd.

Council of Science Editors:

Lyon GE. Development of science teacher identity in pre-service teachers as "situated cognition": defining "self" as "teacher" in a school based context. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/lyon_grace_e_200308_phd


University of Exeter

11. Thorne, Christine. An investigation of the professional identity of teacher educators in the UAE.

Degree: Thesis (EdD), 2015, University of Exeter

 Few would question the important role of teachers in influencing the quality of education in schools; who teachers are, how they teach and what they… (more)

Subjects/Keywords: 370.71; professional identity; teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thorne, C. (2015). An investigation of the professional identity of teacher educators in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/20366

Chicago Manual of Style (16th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Doctoral Dissertation, University of Exeter. Accessed February 24, 2020. http://hdl.handle.net/10871/20366.

MLA Handbook (7th Edition):

Thorne, Christine. “An investigation of the professional identity of teacher educators in the UAE.” 2015. Web. 24 Feb 2020.

Vancouver:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10871/20366.

Council of Science Editors:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/20366


Royal Roads University

12. Adden, Biret. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .

Degree: 2016, Royal Roads University

 To explore relationships between time in nature, identity, and environmental teaching, this project gathered interviews from K-12 teachers who had taken part in a natural… (more)

Subjects/Keywords: Education; Environment; Identity; Narrative; Teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adden, B. (2016). Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adden, Biret. “Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .” 2016. Thesis, Royal Roads University. Accessed February 24, 2020. http://hdl.handle.net/10170/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adden, Biret. “Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .” 2016. Web. 24 Feb 2020.

Vancouver:

Adden B. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . [Internet] [Thesis]. Royal Roads University; 2016. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10170/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adden B. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

13. McKeown, Brent William. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.

Degree: MEd, Department of Secondary Education, 2011, University of Alberta

 The overarching purpose of this study was to consider how high school English teachers’ perceptions of the challenges and joys of their profession revealed their… (more)

Subjects/Keywords: Professional; English; Identity; Currere; Teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McKeown, B. W. (2011). Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rn737

Chicago Manual of Style (16th Edition):

McKeown, Brent William. “Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.” 2011. Masters Thesis, University of Alberta. Accessed February 24, 2020. https://era.library.ualberta.ca/files/5q47rn737.

MLA Handbook (7th Edition):

McKeown, Brent William. “Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers.” 2011. Web. 24 Feb 2020.

Vancouver:

McKeown BW. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2020 Feb 24]. Available from: https://era.library.ualberta.ca/files/5q47rn737.

Council of Science Editors:

McKeown BW. Imagining english teaching through currere: an exploration of professional identity in high school english language arts teachers. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/5q47rn737


University of KwaZulu-Natal

14. Stephens, David. Critical dialogues with self: developing teacher identities and role.

Degree: 2000, University of KwaZulu-Natal

Abstract available in PDF file.

Subjects/Keywords: Teacher identity.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stephens, D. (2000). Critical dialogues with self: developing teacher identities and role. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/12853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stephens, David. “Critical dialogues with self: developing teacher identities and role.” 2000. Thesis, University of KwaZulu-Natal. Accessed February 24, 2020. http://hdl.handle.net/10413/12853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stephens, David. “Critical dialogues with self: developing teacher identities and role.” 2000. Web. 24 Feb 2020.

Vancouver:

Stephens D. Critical dialogues with self: developing teacher identities and role. [Internet] [Thesis]. University of KwaZulu-Natal; 2000. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10413/12853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stephens D. Critical dialogues with self: developing teacher identities and role. [Thesis]. University of KwaZulu-Natal; 2000. Available from: http://hdl.handle.net/10413/12853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

15. Foulds, Gregory A. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of… (more)

Subjects/Keywords: Positive Teacher Identity; Self-Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Foulds, G. A. (2017). The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Thesis, University of Houston. Accessed February 24, 2020. http://hdl.handle.net/10657/1849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 24 Feb 2020.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Thesis]. University of Houston; 2017. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10657/1849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

16. -6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This dissertation examines the process of identity and agency construction of bilingual teachers by exploring the experiences of three activist maestras involved in a teachers’… (more)

Subjects/Keywords: Identity; Agency; Teacher; Activist; Chicana

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-6939-3509. (2019). Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3085

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6939-3509. “Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed February 24, 2020. http://dx.doi.org/10.26153/tsw/3085.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6939-3509. “Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association.” 2019. Web. 24 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Feb 24]. Available from: http://dx.doi.org/10.26153/tsw/3085.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6939-3509. Educar con compromiso : Chicana teacher identity and activism through comadrazgo in a teachers’ association. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3085

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


The Ohio State University

17. Andrzejewski, Carey Ellen. A Holistic Investigation of Teacher Identity, Knowledge, and Practice.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  This dissertation is a collective of three manuscripts that explore the relationships among teacher identity, knowledge, and practice through a holistic lens. Chapter 2… (more)

Subjects/Keywords: Teacher Education; teacher identity; holism; teacher practice; teacher knowledge; dance teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Andrzejewski, C. E. (2008). A Holistic Investigation of Teacher Identity, Knowledge, and Practice. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454

Chicago Manual of Style (16th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

MLA Handbook (7th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Web. 24 Feb 2020.

Vancouver:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

Council of Science Editors:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454


University of Missouri – Columbia

18. Dickinson, Sara Jean. A narrative inquiry about teacher identity construction : preservice teachers share their stories.

Degree: 2012, University of Missouri – Columbia

 This yearlong study considers how five elementary education preservice teachers were constructing their teacher identities during the time of the study. Data collection began at… (more)

Subjects/Keywords: teacher identity; narrative inquiry; preservice teachers; identity construction; teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dickinson, S. J. (2012). A narrative inquiry about teacher identity construction : preservice teachers share their stories. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/14988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dickinson, Sara Jean. “A narrative inquiry about teacher identity construction : preservice teachers share their stories.” 2012. Thesis, University of Missouri – Columbia. Accessed February 24, 2020. https://doi.org/10.32469/10355/14988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dickinson, Sara Jean. “A narrative inquiry about teacher identity construction : preservice teachers share their stories.” 2012. Web. 24 Feb 2020.

Vancouver:

Dickinson SJ. A narrative inquiry about teacher identity construction : preservice teachers share their stories. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 24]. Available from: https://doi.org/10.32469/10355/14988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dickinson SJ. A narrative inquiry about teacher identity construction : preservice teachers share their stories. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/14988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Rood, Carrie Eileen. Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion.

Degree: PhD, Teaching and Leadership, 2015, Syracuse University

  This dissertation explored the experiences and perspectives of eleven classroom teachers who self-identify and commit to disability studies in their practices in their current… (more)

Subjects/Keywords: Disability Studies in Education; Teacher Education; Teacher Identity; Teacher Resistance; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rood, C. E. (2015). Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/403

Chicago Manual of Style (16th Edition):

Rood, Carrie Eileen. “Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion.” 2015. Doctoral Dissertation, Syracuse University. Accessed February 24, 2020. https://surface.syr.edu/etd/403.

MLA Handbook (7th Edition):

Rood, Carrie Eileen. “Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion.” 2015. Web. 24 Feb 2020.

Vancouver:

Rood CE. Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion. [Internet] [Doctoral dissertation]. Syracuse University; 2015. [cited 2020 Feb 24]. Available from: https://surface.syr.edu/etd/403.

Council of Science Editors:

Rood CE. Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion. [Doctoral Dissertation]. Syracuse University; 2015. Available from: https://surface.syr.edu/etd/403


University of California – Santa Cruz

20. Sexton, Dena Marie. Becoming a Math Teacher: Recruitment, Preparation, and Practice.

Degree: Education, 2018, University of California – Santa Cruz

 One of the prevailing concerns in education is student access to well-qualified teachers. This concern is particularly acute in the case of California math students… (more)

Subjects/Keywords: Teacher education; Mathematics education; Education policy; math teacher identity; teacher education; teacher recruitment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sexton, D. M. (2018). Becoming a Math Teacher: Recruitment, Preparation, and Practice. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/1xn770c8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sexton, Dena Marie. “Becoming a Math Teacher: Recruitment, Preparation, and Practice.” 2018. Thesis, University of California – Santa Cruz. Accessed February 24, 2020. http://www.escholarship.org/uc/item/1xn770c8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sexton, Dena Marie. “Becoming a Math Teacher: Recruitment, Preparation, and Practice.” 2018. Web. 24 Feb 2020.

Vancouver:

Sexton DM. Becoming a Math Teacher: Recruitment, Preparation, and Practice. [Internet] [Thesis]. University of California – Santa Cruz; 2018. [cited 2020 Feb 24]. Available from: http://www.escholarship.org/uc/item/1xn770c8.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sexton DM. Becoming a Math Teacher: Recruitment, Preparation, and Practice. [Thesis]. University of California – Santa Cruz; 2018. Available from: http://www.escholarship.org/uc/item/1xn770c8

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Richardson, Kimberly Alicia. Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study.

Degree: PhD, Educ Foundations & Leadership, 2019, Old Dominion University

  Due to the complexity of schools and more challenges to teaching and learning, teacher leadership is an answer to reform that addresses both improving… (more)

Subjects/Keywords: Leadership identity; Teacher leader; Teacher leadership; Teacher leadership development; Teacher leadership identity development; Teacher professional identity; Educational Leadership; Industrial and Organizational Psychology; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Richardson, K. A. (2019). Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781392614846 ; https://digitalcommons.odu.edu/efl_etds/215

Chicago Manual of Style (16th Edition):

Richardson, Kimberly Alicia. “Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study.” 2019. Doctoral Dissertation, Old Dominion University. Accessed February 24, 2020. 9781392614846 ; https://digitalcommons.odu.edu/efl_etds/215.

MLA Handbook (7th Edition):

Richardson, Kimberly Alicia. “Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study.” 2019. Web. 24 Feb 2020.

Vancouver:

Richardson KA. Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study. [Internet] [Doctoral dissertation]. Old Dominion University; 2019. [cited 2020 Feb 24]. Available from: 9781392614846 ; https://digitalcommons.odu.edu/efl_etds/215.

Council of Science Editors:

Richardson KA. Who Am I Now? Teachers’ Development of Leadership Identity a Phenomenologically-Informed Qualitative Research Study. [Doctoral Dissertation]. Old Dominion University; 2019. Available from: 9781392614846 ; https://digitalcommons.odu.edu/efl_etds/215


University of Rochester

22. Hafsa, Syeda Farzana. Investigating teachers' identity development in a hybrid course to prepare online teachers.

Degree: PhD, 2019, University of Rochester

 Given the increased number of online courses offered every year across the world, it has become imperative that teacher preparation programs prepare high quality online… (more)

Subjects/Keywords: Novice online teachers; Online learning; Online teacher identity; Online Teaching; Teacher identity development; Teacher professional identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hafsa, S. F. (2019). Investigating teachers' identity development in a hybrid course to prepare online teachers. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/35026

Chicago Manual of Style (16th Edition):

Hafsa, Syeda Farzana. “Investigating teachers' identity development in a hybrid course to prepare online teachers.” 2019. Doctoral Dissertation, University of Rochester. Accessed February 24, 2020. http://hdl.handle.net/1802/35026.

MLA Handbook (7th Edition):

Hafsa, Syeda Farzana. “Investigating teachers' identity development in a hybrid course to prepare online teachers.” 2019. Web. 24 Feb 2020.

Vancouver:

Hafsa SF. Investigating teachers' identity development in a hybrid course to prepare online teachers. [Internet] [Doctoral dissertation]. University of Rochester; 2019. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/1802/35026.

Council of Science Editors:

Hafsa SF. Investigating teachers' identity development in a hybrid course to prepare online teachers. [Doctoral Dissertation]. University of Rochester; 2019. Available from: http://hdl.handle.net/1802/35026


University of Manchester

23. Arkhipenka, Volha. A narrative exploration of MA TESOL participants' professional development.

Degree: 2018, University of Manchester

 This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University… (more)

Subjects/Keywords: Professional development; Teacher development; Teacher learning; Teacher identity; Teacher beliefs; TESOL; ELT; Narrative inquiry; Imagined identity; Antenarrative

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Arkhipenka, V. (2018). A narrative exploration of MA TESOL participants' professional development. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726

Chicago Manual of Style (16th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Doctoral Dissertation, University of Manchester. Accessed February 24, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726.

MLA Handbook (7th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Web. 24 Feb 2020.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Feb 24]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726.

Council of Science Editors:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726


University of Manchester

24. Arkhipenka, Volha. A narrative exploration of MA TESOL participants' professional development.

Degree: PhD, 2018, University of Manchester

 This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University… (more)

Subjects/Keywords: 370; Antenarrative; Narrative inquiry; ELT; TESOL; Imagined identity; Teacher identity; Teacher learning; Teacher development; Professional development; Teacher beliefs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Arkhipenka, V. (2018). A narrative exploration of MA TESOL participants' professional development. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393

Chicago Manual of Style (16th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Doctoral Dissertation, University of Manchester. Accessed February 24, 2020. https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393.

MLA Handbook (7th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Web. 24 Feb 2020.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2020 Feb 24]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393.

Council of Science Editors:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Doctoral Dissertation]. University of Manchester; 2018. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-narrative-exploration-of-ma-tesol-participants-professional-development(b0538e1b-9260-49b1-8adc-5769b27116d3).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740393


University of Michigan

25. Pellegrino, Kristen. The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching.

Degree: PhD, Music: Music Education, 2010, University of Michigan

 There has been much debate centering on the relationship between performer and teacher identities in the lives of preservice and inservice music educators. Often, these… (more)

Subjects/Keywords: Music Teacher Identity; String Teacher; Artist Teacher; Well Being; Wenger; Teacher Identity; Music and Dance; Arts

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pellegrino, K. (2010). The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77829

Chicago Manual of Style (16th Edition):

Pellegrino, Kristen. “The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching.” 2010. Doctoral Dissertation, University of Michigan. Accessed February 24, 2020. http://hdl.handle.net/2027.42/77829.

MLA Handbook (7th Edition):

Pellegrino, Kristen. “The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching.” 2010. Web. 24 Feb 2020.

Vancouver:

Pellegrino K. The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2027.42/77829.

Council of Science Editors:

Pellegrino K. The Meanings and Values of Music-making in the Lives of String Teachers: Exploring the Intersections of Music-making and Teaching. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77829


University of Oklahoma

26. Gunter, Devon. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.

Degree: PhD, 2018, University of Oklahoma

 The great preponderance of research in undergraduate mathematics, especially as it pertains to students transitioning into post-secondary education, tends to problematize the student or the… (more)

Subjects/Keywords: Education, Mathematics.; Education, Higher.; Teacher Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gunter, D. (2018). An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316293

Chicago Manual of Style (16th Edition):

Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 24, 2020. http://hdl.handle.net/11244/316293.

MLA Handbook (7th Edition):

Gunter, Devon. “An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study.” 2018. Web. 24 Feb 2020.

Vancouver:

Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11244/316293.

Council of Science Editors:

Gunter D. An Examination of the Genesis, Maintenance, and Manifestation of the Pedagogical Beliefs of a Novel Instructor - A Case Study. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316293


University of Sydney

27. Dutton, Janet Louise. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .

Degree: 2017, University of Sydney

 This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers… (more)

Subjects/Keywords: English; pre-service; teacher; identity; beliefs; motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dutton, J. L. (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Thesis, University of Sydney. Accessed February 24, 2020. http://hdl.handle.net/2123/17176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Web. 24 Feb 2020.

Vancouver:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2123/17176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

28. Fu, Hong. Including difference: ESL female teachers in postsecondary education.

Degree: Department of Curriculum and Instruction, 2015, University of Victoria

 The purpose of this narrative study is to understand the experience of ESL female teachers in postsecondary education. The ESL female teachers will be defined… (more)

Subjects/Keywords: Teacher identity; Diverse teachers; Intersectionality; Experience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fu, H. (2015). Including difference: ESL female teachers in postsecondary education. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fu, Hong. “Including difference: ESL female teachers in postsecondary education.” 2015. Thesis, University of Victoria. Accessed February 24, 2020. http://hdl.handle.net/1828/5957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fu, Hong. “Including difference: ESL female teachers in postsecondary education.” 2015. Web. 24 Feb 2020.

Vancouver:

Fu H. Including difference: ESL female teachers in postsecondary education. [Internet] [Thesis]. University of Victoria; 2015. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/1828/5957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fu H. Including difference: ESL female teachers in postsecondary education. [Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/5957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

29. Canipe, Martha Murray. Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students .

Degree: 2016, University of Arizona

 Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as… (more)

Subjects/Keywords: Identity; Science; Teaching & Teacher Education; Elementary_Teacher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Canipe, M. M. (2016). Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612575

Chicago Manual of Style (16th Edition):

Canipe, Martha Murray. “Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students .” 2016. Doctoral Dissertation, University of Arizona. Accessed February 24, 2020. http://hdl.handle.net/10150/612575.

MLA Handbook (7th Edition):

Canipe, Martha Murray. “Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students .” 2016. Web. 24 Feb 2020.

Vancouver:

Canipe MM. Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10150/612575.

Council of Science Editors:

Canipe MM. Preservice Elementary Teachers' Actual and Designated Identities as Teachers of Science and Teachers of Students . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612575


Kansas State University

30. Leiss, Jodie. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.

Degree: PhD, Curriculum and Instruction Programs, 2016, Kansas State University

 This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers… (more)

Subjects/Keywords: Physical Literacy; Narrative Inquiry; Teacher Identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Leiss, J. (2016). Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32486

Chicago Manual of Style (16th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Doctoral Dissertation, Kansas State University. Accessed February 24, 2020. http://hdl.handle.net/2097/32486.

MLA Handbook (7th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Web. 24 Feb 2020.

Vancouver:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2097/32486.

Council of Science Editors:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32486

[1] [2] [3] [4] [5] … [19]

.