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A New Conceptual Framework for Teacher Identity Development
Reza Pishghadam1, Jawad Golzar2, Mir Abdullah Miri1
1Department of English, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract:
Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development.
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