Autonomy and Agency

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Beliefs, Agency and Identity in Foreign Language Learning and Teaching

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CLIL teachers in Finland

Constructing practical knowledge of teaching: eleven newly qualified language teachers' discursive agency

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Coping strategies in life stories of young adults with foster care backgrounds

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Identity and Agency Development in a CLIL-based Teacher Education Program

Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education

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Identity-Agency in Progress: Teachers Authoring Their Identities

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Investigating the professional agency of secondary school English teachers in South Korea

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Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures

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Meaningful learning in teacher education

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Proactive and reactive dimensions of life-course agency: mapping student teachers’ language learning experiences

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Relationships of young adults with foster care backgrounds: Tensions and management strategies

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Repositioning teachers as assessors:

Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils

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Status versus nature of work: pre-service language teachers envisioning their future profession

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Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work

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Teacher agency within the Finnish CLIL context: tensions and resources

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Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education

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Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

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The Difficulty of Change: The Impact of Personal School Experience and Teacher Education on the Work of Beginning Language Teachers

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The emotional journey of being and becoming bilingual

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Understanding Language Teacher Identities

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Who and how? Preservice teachers as active agents developing professional identities

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