Learning to become a Second Language Teacher: Identities-in-Practice.

By Yasuko Kanno, Christian Stuart. 2011

391 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6e6a9fb6fee64d02ca630186d73dae5a849e7001

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Citations in the corpus

The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “Within the large scope of studies on teacher cognition, some researchers have brought the notion of ‘teacher identity’ to scrutiny, linking teachers’ cognitive processes (such as knowledge, beliefs and reflection) with their professional identities (e.g. Kanno and Stuart 2011).”
Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development (2012, neutral): “…2007a; Mann & Tang, this issue; Xu, this issue), teacher metaphors (e.g., Farrell, 2006b, 2007a; Mann, 2008; Warford & Reeves, 2003), and teacher identity development (Amin, 1997; Farrell, 2012; Golombek & Jordan, 2005; Kanno & Stuart, 2010; Kiely & Askham, this issue; Park, 2007; Xu, this issue).”
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…as teachers’ desired membership in the researcher’s social network (Kubanyiova, 2012), emerging participation in professional communities of practice (Kanno & Stuart, 2011), membership in an immigrant community (Barkhuizen, 2010), or a pursuit of deeper societal purposes for developing empowered…”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, methodology): “For example, using longitudinal data of two novice language teachers, Kanno and Stuart (2011) have argued convincingly that rather than the acquisition of teacher knowledge, it is the development of a teacher identity that constitutes the central project of learning to teach.”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “…Johnson (2009) (Single author, conceptual) Liu & Fisher (2006) Tsui (2007) 2010–2014 Johnson & Golombek (2011) (Collection, empirical) Cross (2010) Kanno & Stuart (2011) Feryok (2012) Hiver (2013) Golombek & Doran (2014) positioning within language teacher cognition research contributes to…”
Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “…observable as well as non-verbal semiotics occurring during the interplay between participants, their contexts and their (unfolding) perceptions of self and others (Norton, 1997; Norton, 2000; Beijaard, Meijer & Verloop, 2004; Varghese, Morgan, Johnston & Johnson, 2005; Kanno & Stuart, 2011).”