Reconceptualizing teacher identity development

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2024-02-14 DOI:10.1080/00461520.2023.2292713

Ji Hong, Dionne Cross Francis, Paul A. Schutz

引用次数: 0

Abstract

In this article, we focus on developing a clearer conceptualization of teacher identity. We provide an inclusive definition that integrates three key dimensions of the construct that have been prev...

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重新认识教师身份发展

在这篇文章中，我们着重对教师身份的概念进行了更清晰的阐述。我们提供了一个包容性的定义，整合了教师身份建构的三个关键维度，这三个维度已被普遍接受。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.