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...
সংরক্ষণ করুন:
| প্রধান লেখক: | , , |
|---|---|
| বিন্যাস: | Journal article |
| ভাষা: | English |
| প্রকাশিত: |
Elsevier
2025
|
| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | https://scholar.dlu.edu.vn/handle/123456789/4707 https://doi.org/10.1016/j.tate.2025.104967 |
| ট্যাগগুলো: |
ট্যাগ যুক্ত করুন
কোনো ট্যাগ নেই, প্রথমজন হিসাবে ট্যাগ করুন!
|
| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
|---|
| সংক্ষিপ্ত: | 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. |
|---|