Pre-Service Teachers’ Imagined Identities in Their Teaching Philosophy Statements (TPSs)
Bibliographic Data
| ID | 22413014 |
|---|---|
| Authors | Beibei Ren (0000-0002-8491-3717, University of Macau, corresponding author), Jining Han (0000-0002-5389-447X, Southwest University) |
| Year | 2026 |
| Volume | 35 |
| Issue | 4 |
| Pages | 769-778 |
| Publication date | 2026-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Asia-Pacific Education Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0119-5646 • E-ISSN: 2243-7908 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s40299-025-01071-0 |
| OpenAlex | W7118277088 |
| Language | EN |
| References cited | 19 |
Construct (python library) · Identity (music) · Key (lock) · Philosophy of education · Professional development · Statement (logic) · Teacher education · Teaching method · Vision · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Teacher Education and Leadership Studies
Case Study Research on Language Learning and Use
Identity and Language Learning
Communities of Practice
New teachers’ identity shifts at the boundary of teacher education and initial practice
Possible selves
Imagined Communities and Educational Possibilities
From the imagined to the practiced
The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities
Identity and Language Learning
Imagined Community Falling Apart
Identity and a Model of Investment in Applied Linguistics
Identity, language learning, and social change
Teacher Preparation For Quality Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |