Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study

Journal of Education for Teaching

Volumn 43, Issue 1, 2017, Pages 84-98

  Hong, Ji ^a   Greene, Barbara ^a   Lowery, Jennifer ^b  

^a UNIVERSITY OF OKLAHOMA   (United States)

^b Fairview Elementary School   (United States)

Author keywords

dialogical self theory, pre service and in service teacher training; longitudinal study; Teacher identity development

Indexed keywords

EID: 84994157068     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607476.2017.1251111     Document Type: Article

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