Supporting Student-Teacher Researchers’ Quest for Their Voice
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Abstract
This article deals with teacher identity development of students enrolled in the teacher training program. The authors, who advocate inquiry-based teaching practices, propose reflective and organizational strategies to support these. In order to gain insights into the experiences and values of student-teacher-researchers (STRs here on) to shape a professional teaching identity, a pre-service teacher and a professor in a second language (L2) program joined efforts to share their reflections on the process of inquiry and on the quest to find a voice when conducting and reporting their inquiry.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
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