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- W3146362507 abstract "This article explores the construction of teachers’ professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important conclusions: i) The process of teachers’ professional identity construction is based on comparing and contrasting different experiences and culminates in the construction of new identity positions; ii) this process must involve experiences that call into question existing meanings of self; iii) future teachers must engage in productive dialogue with other significant actors in order to identify and recognise the value of certain positional objects; and iv) certain subjective learning experiences have a greater impact on the reconstruction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construction of teachers’ professional identity." @default.
- W3146362507 created "2021-04-13" @default.
- W3146362507 creator A5052151860 @default.
- W3146362507 creator A5083217137 @default.
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- W3146362507 date "2021-04-01" @default.
- W3146362507 modified "2023-10-18" @default.
- W3146362507 title "The construction of teachers’ professional identity: An analysis of subjective learning experiences" @default.
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- W3146362507 doi "https://doi.org/10.1080/02619768.2021.1905627" @default.
- W3146362507 hasPublicationYear "2021" @default.
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