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You searched for subject:(teacher identity). Showing records 1 – 30 of 782 total matches.

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Victoria University of Wellington

1. Hoang, Anna Trang Ngoc. Novice Teachers' Thinking Development from Practicum to Early Career.

Degree: 2020, Victoria University of Wellington

Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’… (more)

Subjects/Keywords: Teacher thinking development; Teacher education; Teacher identity

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APA (6th Edition):

Hoang, A. T. N. (2020). Novice Teachers' Thinking Development from Practicum to Early Career. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8838

Chicago Manual of Style (16th Edition):

Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed April 21, 2021. http://hdl.handle.net/10063/8838.

MLA Handbook (7th Edition):

Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Web. 21 Apr 2021.

Vancouver:

Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10063/8838.

Council of Science Editors:

Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8838


University of Adelaide

2. 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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


University of Minnesota

3. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Tornberg RE. The Identities of Teachers in Jewish Day Schools: Descriptions, Development, Impacts, and Relationships. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Apr 21]. 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 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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 Melbourne

5. Haji Mohd Said, Hajah Hardimah. Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education.

Degree: 2017, University of Melbourne

 This study seeks to explore the intelligibility of physics teaching and the dynamics of the processes of personal professional identity formation processes. The teachers’ reflections… (more)

Subjects/Keywords: teacher education; teacher identity; positioning theory

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APA (6th Edition):

Haji Mohd Said, H. H. (2017). Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/210791

Chicago Manual of Style (16th Edition):

Haji Mohd Said, Hajah Hardimah. “Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education.” 2017. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021. http://hdl.handle.net/11343/210791.

MLA Handbook (7th Edition):

Haji Mohd Said, Hajah Hardimah. “Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education.” 2017. Web. 21 Apr 2021.

Vancouver:

Haji Mohd Said HH. Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11343/210791.

Council of Science Editors:

Haji Mohd Said HH. Explorations of the moral socio-cultural contexts of the intentional action of physics teachers: case studies to inform practice and teacher education. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/210791


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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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


Tartu University

8. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Anspal T. The development of teacher identity through role and self-conception in pre-service teacher education . [Internet] [Thesis]. Tartu University; 2018. [cited 2021 Apr 21]. 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 New South Wales

9. 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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


Royal Roads University

10. 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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

11. 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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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 Houston

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

Degree: EdD, Professional Leadership, 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

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APA (6th Edition):

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

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. Doctoral Dissertation, University of Houston. Accessed April 21, 2021. http://hdl.handle.net/10657/1849.

MLA Handbook (7th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 21 Apr 2021.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10657/1849.

Council of Science Editors:

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


University of Exeter

13. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Thorne C. An investigation of the professional identity of teacher educators in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2021 Apr 21]. 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


University of Georgia

14. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics.

Degree: 2016, University of Georgia

Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation; Identity; Emotion

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APA (6th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36117

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):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Thesis, University of Georgia. Accessed April 21, 2021. http://hdl.handle.net/10724/36117.

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

MLA Handbook (7th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Web. 21 Apr 2021.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10724/36117.

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

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36117

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


University of Texas – Austin

15. -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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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


University of Oklahoma

16. Pennello, Eric. Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators.

Degree: PhD, 2020, University of Oklahoma

 The purpose of this study was to investigate the perceptions of cooperating music teachers pertaining to their preparation, experience, and identity as music teacher educators.… (more)

Subjects/Keywords: music education; music teacher education; identity; music teacher educators; cooperating teachers; music teacher identity

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

APA (6th Edition):

Pennello, E. (2020). Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324166

Chicago Manual of Style (16th Edition):

Pennello, Eric. “Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed April 21, 2021. http://hdl.handle.net/11244/324166.

MLA Handbook (7th Edition):

Pennello, Eric. “Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators.” 2020. Web. 21 Apr 2021.

Vancouver:

Pennello E. Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11244/324166.

Council of Science Editors:

Pennello E. Cooperating Music Teachers’ Perceptions of Preparation, Experience, and Identity as Music Teacher Educators. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324166


University of Cincinnati

17. Hutchinson, Anna E. Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2020, University of Cincinnati

 The professional identity of an educator frames one’s decision making as they navigate within K-12 systems. A teacher’s ability to contribute to the profession of… (more)

Subjects/Keywords: Education; teacher leadership; professional identity; teacher leader; organizational behavior; STEM teacher identity

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

APA (6th Edition):

Hutchinson, A. E. (2020). Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333163812174

Chicago Manual of Style (16th Edition):

Hutchinson, Anna E. “Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders.” 2020. Doctoral Dissertation, University of Cincinnati. Accessed April 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333163812174.

MLA Handbook (7th Edition):

Hutchinson, Anna E. “Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders.” 2020. Web. 21 Apr 2021.

Vancouver:

Hutchinson AE. Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders. [Internet] [Doctoral dissertation]. University of Cincinnati; 2020. [cited 2021 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333163812174.

Council of Science Editors:

Hutchinson AE. Perceptions of Teacher Leadership: The Influence of Organizational Structure on the Professional Identity of Urban STEM Teacher Leaders. [Doctoral Dissertation]. University of Cincinnati; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333163812174


University of Georgia

18. Park, Su Kyoung. Through the voices of induction teachers in Korea.

Degree: 2014, University of Georgia

 This study focused on recognizing how induction teachers construct and reconstruct particular meanings early in their teaching career and how they shape their sense of… (more)

Subjects/Keywords: Early childhood education; Teacher Identity; Teacher Induction; Teacher education; Power relations

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

APA (6th Edition):

Park, S. K. (2014). Through the voices of induction teachers in Korea. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25602

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):

Park, Su Kyoung. “Through the voices of induction teachers in Korea.” 2014. Thesis, University of Georgia. Accessed April 21, 2021. http://hdl.handle.net/10724/25602.

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

MLA Handbook (7th Edition):

Park, Su Kyoung. “Through the voices of induction teachers in Korea.” 2014. Web. 21 Apr 2021.

Vancouver:

Park SK. Through the voices of induction teachers in Korea. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10724/25602.

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

Council of Science Editors:

Park SK. Through the voices of induction teachers in Korea. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25602

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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Rood CE. Negotiating DSE Teaching Identity in Today’s Public Schools: Complexity, Camaraderie, & Subversion. [Internet] [Doctoral dissertation]. Syracuse University; 2015. [cited 2021 Apr 21]. 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 Toronto

20. Bellini, Christine Anne. Talk to Me: An Educator's Search for Conversations on Ethics in Education.

Degree: 2017, University of Toronto

The purpose of this Delphi study is to explore the role of ethics and ethical decision-making in education in the Ontario context. There is legislation… (more)

Subjects/Keywords: ethics; teacher education; teacher identity; teacher misconduct; 0515

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

APA (6th Edition):

Bellini, C. A. (2017). Talk to Me: An Educator's Search for Conversations on Ethics in Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80866

Chicago Manual of Style (16th Edition):

Bellini, Christine Anne. “Talk to Me: An Educator's Search for Conversations on Ethics in Education.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 21, 2021. http://hdl.handle.net/1807/80866.

MLA Handbook (7th Edition):

Bellini, Christine Anne. “Talk to Me: An Educator's Search for Conversations on Ethics in Education.” 2017. Web. 21 Apr 2021.

Vancouver:

Bellini CA. Talk to Me: An Educator's Search for Conversations on Ethics in Education. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1807/80866.

Council of Science Editors:

Bellini CA. Talk to Me: An Educator's Search for Conversations on Ethics in Education. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80866

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

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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 April 21, 2021. 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. 21 Apr 2021.

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 2021 Apr 21]. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Hafsa SF. Investigating teachers' identity development in a hybrid course to prepare online teachers. [Internet] [Doctoral dissertation]. University of Rochester; 2019. [cited 2021 Apr 21]. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2021 Apr 21]. 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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2021 Apr 21]. 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


Brigham Young University

25. Cole, Chelsea. The Emergence of Teacher Self in the Elementary Classroom.

Degree: MA, 2020, Brigham Young University

  Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques… (more)

Subjects/Keywords: teacher identity; teacher beliefs; vocation; emerging identity; young children; qualitative research; focus group; teacher education; Teacher Education and Professional Development

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

APA (6th Edition):

Cole, C. (2020). The Emergence of Teacher Self in the Elementary Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9640&context=etd

Chicago Manual of Style (16th Edition):

Cole, Chelsea. “The Emergence of Teacher Self in the Elementary Classroom.” 2020. Masters Thesis, Brigham Young University. Accessed April 21, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9640&context=etd.

MLA Handbook (7th Edition):

Cole, Chelsea. “The Emergence of Teacher Self in the Elementary Classroom.” 2020. Web. 21 Apr 2021.

Vancouver:

Cole C. The Emergence of Teacher Self in the Elementary Classroom. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2021 Apr 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9640&context=etd.

Council of Science Editors:

Cole C. The Emergence of Teacher Self in the Elementary Classroom. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9640&context=etd


Brigham Young University

26. Cole, Chelsea. The Emergence of Teacher Self in the Elementary Classroom.

Degree: MA, 2020, Brigham Young University

  Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques… (more)

Subjects/Keywords: teacher identity; teacher beliefs; vocation; emerging identity; young children; qualitative research; focus group; teacher education; Teacher Education and Professional Development

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

APA (6th Edition):

Cole, C. (2020). The Emergence of Teacher Self in the Elementary Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9673&context=etd

Chicago Manual of Style (16th Edition):

Cole, Chelsea. “The Emergence of Teacher Self in the Elementary Classroom.” 2020. Masters Thesis, Brigham Young University. Accessed April 21, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9673&context=etd.

MLA Handbook (7th Edition):

Cole, Chelsea. “The Emergence of Teacher Self in the Elementary Classroom.” 2020. Web. 21 Apr 2021.

Vancouver:

Cole C. The Emergence of Teacher Self in the Elementary Classroom. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2021 Apr 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9673&context=etd.

Council of Science Editors:

Cole C. The Emergence of Teacher Self in the Elementary Classroom. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9673&context=etd


University of Manitoba

27. Arbez, David. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.

Degree: Curriculum, Teaching and Learning, 2019, University of Manitoba

 Contemporary literacy pedagogy is rife with theories and practices that attempt to foster development for all children. The plethora of options available to classroom teachers… (more)

Subjects/Keywords: French immersion; Literacy; Narrative inquiry; Teacher identity

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APA (6th Edition):

Arbez, D. (2019). Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34165

Chicago Manual of Style (16th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Masters Thesis, University of Manitoba. Accessed April 21, 2021. http://hdl.handle.net/1993/34165.

MLA Handbook (7th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Web. 21 Apr 2021.

Vancouver:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1993/34165.

Council of Science Editors:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34165


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

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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 April 21, 2021. 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. 21 Apr 2021.

Vancouver:

Fu H. Including difference: ESL female teachers in postsecondary education. [Internet] [Thesis]. University of Victoria; 2015. [cited 2021 Apr 21]. 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 Minnesota

29. Baker, Jodi. Because I Write: A Teacher-Writer Teaches Writing.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Writing enhances learning and is recognized as being essential; however, writing is neglected in research, teacher preparation and in classrooms. According to the National Assessment… (more)

Subjects/Keywords: Equity; Identity; Reflection; Teacher-writer; Vulnerability; Writing

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APA (6th Edition):

Baker, J. (2018). Because I Write: A Teacher-Writer Teaches Writing. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/211312

Chicago Manual of Style (16th Edition):

Baker, Jodi. “Because I Write: A Teacher-Writer Teaches Writing.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 21, 2021. http://hdl.handle.net/11299/211312.

MLA Handbook (7th Edition):

Baker, Jodi. “Because I Write: A Teacher-Writer Teaches Writing.” 2018. Web. 21 Apr 2021.

Vancouver:

Baker J. Because I Write: A Teacher-Writer Teaches Writing. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11299/211312.

Council of Science Editors:

Baker J. Because I Write: A Teacher-Writer Teaches Writing. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/211312


University of Melbourne

30. Ahearn, Cindy T. Identity, thought and meaning in the artmaking process.

Degree: 2015, University of Melbourne

 An examination of the artmaking practices used by both artists and teachers and how these influenced their development of identity, thought and meaning. Through longitudinal… (more)

Subjects/Keywords: identity; community arts; teacher/artist self

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

APA (6th Edition):

Ahearn, C. T. (2015). Identity, thought and meaning in the artmaking process. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/92250

Chicago Manual of Style (16th Edition):

Ahearn, Cindy T. “Identity, thought and meaning in the artmaking process.” 2015. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021. http://hdl.handle.net/11343/92250.

MLA Handbook (7th Edition):

Ahearn, Cindy T. “Identity, thought and meaning in the artmaking process.” 2015. Web. 21 Apr 2021.

Vancouver:

Ahearn CT. Identity, thought and meaning in the artmaking process. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11343/92250.

Council of Science Editors:

Ahearn CT. Identity, thought and meaning in the artmaking process. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/92250

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