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...
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| Autores principales: | , , |
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| Formato: | Journal article |
| Lenguaje: | English |
| Publicado: |
Elsevier
2025
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| Materias: | |
| Acceso en línea: | https://scholar.dlu.edu.vn/handle/123456789/4707 https://doi.org/10.1016/j.tate.2025.104967 |
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| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
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| Sumario: | 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. |
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