The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
This scoping review explores complex interactions among identity, cognition, emotion, and agency in language teachers' socio-professional lives. By synthesising findings from 64 studies published between 2008 and 2023, the review highlights three prominent interactional patterns shaping teacher...
Đã lưu trong:
| Những tác giả chính: | , , |
|---|---|
| 格式: | Journal article |
| 語言: | English |
| 出版: |
Elsevier
2025
|
| 主題: | |
| 在線閱讀: | https://scholar.dlu.edu.vn/handle/123456789/4707 https://doi.org/10.1016/j.tate.2025.104967 |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
|---|
| 總結: | This scoping review explores complex interactions among identity, cognition, emotion, and agency in language teachers' socio-professional lives. By synthesising findings from 64 studies published between 2008 and 2023, the review highlights three prominent interactional patterns shaping teachers’ professional practice and development, whilst meso-level and macro-level contextual factors strongly impact these interactions. In these interactions, reflective practice plays a pivotal role in intertwining the components, ultimately leading to pedagogical change and professional development. The review integrates these components holistically into a socio-ecological perezhivanie-based framework for understanding teacher development and provides significant implications for practice in teacher professional development programmes. |
|---|