{"title":"Reconceptualizing teacher identity development","authors":"Ji Hong, Dionne Cross Francis, Paul A. Schutz","doi":"10.1080/00461520.2023.2292713","DOIUrl":null,"url":null,"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...","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"55 1","pages":""},"PeriodicalIF":14.3000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychologist","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00461520.2023.2292713","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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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...
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.
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