Buchumschlag

Reflection, Resistance, and Reconstruction: Professional Identity Development Among Basic-Level Nepali Female English Teachers

Fuente: Zenodo

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Oli, Pampha, Kandel, Rajan Kumar
Format:	Recurso digital
Sprache:	Englisch
Veröffentlicht:	Zenodo 2025
Schlagworte:	female teachers professional identity construction socio-cultural expectations teacher agency work-life balance
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students
von: Jhon Eduardo Mosquera-Pérez
Veröffentlicht: (2022)

Learning to Teach and Professional Identity: Images of Personal and Professional Recognition
von: J. Alberto Fajardo Castañeda
Veröffentlicht: (2014)

POST-BOLOGNA POLICIES FOR TEACHER EDUCATION IN PORTUGAL: TENSIONS IN BUILDING PROFESSIONAL IDENTITIES
von: Carlinda Leite
Veröffentlicht: (2017)

Organizational and Activity Constructs of Teacher Training to Ensure Safety in Professional Activities
von: Akimova, Lyubov A., et al.
Veröffentlicht: (2026)

English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities
von: Julia Posada-Ortiz
Veröffentlicht: (2022)

Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue Between Expert and Novice Nonnative English Speaker Teachers
von: Carmen Helena Guerrero Nieto
Veröffentlicht: (2015)

The Dynamic Process of Student-Teachers' Construction of Identity as Future Teachers
von: Nancy María Torres Cepeda
Veröffentlicht: (2021)

The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills
von: Negar Moslemi
Veröffentlicht: (2019)

Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development
von: Marcela Ovalle Quiroz
Veröffentlicht: (2023)

Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited
von: Perla Villegas-Torres
Veröffentlicht: (2021)

An Eclectic Professional Development Proposal for English Language Teachers
von: Orlando Chaves
Veröffentlicht: (2016)

An Integrative Literature Review on English Teachers as Agents of Change
von: Lina Betancurt
Veröffentlicht: (2025)

Rural English Language Teacher Identities: Alternative Narratives of Professional Success
von: Ferney Cruz-Arcila
Veröffentlicht: (2020)

Impact of a Professional Development Program on EFL Teachers’ Performance
von: Alexandra Novozhenina
Veröffentlicht: (2018)

Teacher Collaboration in a Public School to Set up Language Resource Centers: Portraying Advantages, Benefits, and Challenges
von: Javier Augusto Rojas Serrano
Veröffentlicht: (2008)

Colombian English Teachers’ Professional Development: The Case of Master Programs
von: John Jairo Viáfara
Veröffentlicht: (2018)

The Role of Emotions in Teacher Agency: A Study of Mexican English Language Educators
von: Héctor Castro Mosqueda
Veröffentlicht: (2025)

A Reflection on Initiatives for Teachers’ Professional Development Through Language Assessment Literacy
von: Frank Giraldo
Veröffentlicht: (2021)

Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage
von: Victor Birkner
Veröffentlicht: (2024)

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs
von: Maritza Rosas-Maldonado
Veröffentlicht: (2021)

Teacher Well-Being in the Age of Artificial Intelligence: Emerging Challenges and Pedagogical Implications
von: Dang Anh Thu,
Veröffentlicht: (2026)

VOCATIONAL STUDENTS’ INTENTION TO DROP OUT IN FLANDERS: THE ROLE OF TEACHER BELIEFS
von: Mieke Van Houtte
Veröffentlicht: (2015)

The Way Student-Teachers Construct Their Identity at School
von: Diana Mayerly Díaz Benavides
Veröffentlicht: (2013)

Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia
von: Ana María Sierra Piedrahita
Veröffentlicht: (2016)

Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices
von: Ingrit Juliana Díaz
Veröffentlicht: (2023)

Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
von: Paula R. Golombek
Veröffentlicht: (2017)

Factors Shaping EFL Preservice Teachers’ Identity Configuration
von: Ximena Paola Buendía-Arias
Veröffentlicht: (2020)

Self-Assessment of the Professional Competence of Preschool Teaching Student
von: Baiba Kaļķe
Veröffentlicht: (2022)

The Impact of a Professional Development Program on English Language Teachers’ Classroom Performance
von: Frank Giraldo
Veröffentlicht: (2014)

Prácticas pedagógicas y escritura: un dispositivo de articulación
von: Rita, Parissi
Veröffentlicht: (2024)

Professional Capital as Accountability
von: Michael Fullan
Veröffentlicht: (2015)

Chapter Professionalization of Teachers and Problematization Processes
von: Maccario, Daniela
Veröffentlicht: (2022)

Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
von: Elisa Pérez-Gracia
Veröffentlicht: (2022)

Teachers’ Work Ethic: Croatian Students’ Perspective
von: Marko Turk
Veröffentlicht: (2016)

GENDER AND PROFESSIONAL DEVELOPMENT: ATTITUDES OF MOROCCAN EFL TEACHERS
von: Tighoula, Lahcen, et al.
Veröffentlicht: (2026)

Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
von: Meryem Özdemir-Yılmazer
Veröffentlicht: (2023)

Teacher Training: The Link Between Academic Performance and Success in Professional Practice
von: José González-Campos
Veröffentlicht: (2022)

“Of Being and not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities
von: Álvaro Hernán Quintero Polo
Veröffentlicht: (2013)

Uncovering Myself to Understand You
von: Sayra Milena Lozano Carvajal
Veröffentlicht: (2017)

Conceptualizing Teacher Professional Identity in Neoliberal times: Resistance, Compliance and Reform
von: David Hall
Veröffentlicht: (2015)