期刊名称：Journal of the Canadian Association for Curriculum Studies
印刷版ISSN：1916-4467
出版年度：2016
卷号：14
期号：2
页码：33-42
语种：English
出版社：Journal of the Canadian Association for Curriculum Studies
摘要：Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning and their participation in these experiences. What happens, though, when these beliefs and assumptions are challenged in such a way that identity is in crisis? Drawing from the literature of personal identity theory, I situate identity as a narrative construct to examine the role of counter narratives in the [re]negotiation of identity.
