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Naser Rashidi and Hussein Meihami

) Understanding teacher identity: an overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39(2), 175–189. Beijaard, D., Meijer, P.C., & Verloop, N. (2004) Reconsidering research on teachersí professional identity, Teaching and Teacher Education, 20, 107–128. Bruner, J. (1996) The narrative construal of reality. Boston: Harvard University Press. Carter, K. (1993) The place of story in the study of teaching and teacher education, Educational Researcher, 22(1), 5

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Dzintra Iliško, Svetlana Ignatjeva and Ilona Mičule

.1080/11350462012019619. Campbell, A., Freedman, E., Boulter, C., & Kirkwood, M. (2003). Issue and principles in educational research for teachers. South Well: British Educational Research Association. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press. Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and Teacher Education International Journal of Scholarship and Studies, 17 (5), 527-546. Edwards, A. (2005). The

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Mare Tuisk

References Fullan, M. (2006) Uudne arusaam haridusmuutustest [New approach to educational changes]. Tallinn: Atlex. Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability (2005) Education for Sustainable Development in Action, Technical Paper No. 2 UNESCO Education Sector. Maslow, A.H. (1970) Motivation and Personality (2 nd ed.). New York: Harper & Row Publishers. Peavy, V.R. (2002) Sotsiodünaamiline nõustamine

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Bahareh Khazaeenezhad, Mansoor Tavakoli and Zahra Amirian

methods (3rd ed.). Thousand Oaks, CA: Sage. Peterson, C., & Seligman, M. E. P. (2003). Character strengths and virtues: A classification and handbook. New York: Oxford University Press/Washington, DC: American Psychological Association. Rashidi, N., & Meihami, H. (2017). Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives. Journal of Teacher Education for Sustainability , 19 (2), 21–32. Raus, R., & Falkenberg, T. (2014). The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

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Louise Derman-Sparks

. Derman-Sparks, L., & J.O. Edwards. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children. Deutsch, M. (1963). The disadvantaged child and the learning process. In A. H. Passow (Ed.), Education in depressed areas (pp. 147-162). New York: Columbia University Teachers College. Duffy, M., & Gibbs, A. (2012). Preschool education initiative for children from minority groups evaluation report. Retrieved from

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Jitka Crhová and María del Rocío Domínguez

). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing (March). Retrieved from Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York, N.Y.: Routledge. Johns, A. (1997). Text, role, and context: Developing academic literacies . Cambridge: Cambridge University Press. Johnson, K.E., Golombek, P.R, (2002). Teacher’s narrative inquiry as professional development. Cambridge, U.K.: Cambridge University

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Christine A. Mallozzi

References Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Erlbaum. American Association for Employment in Education. (2008). 2009 Job Search Handbook for Educators (43rd ed.). Columbus, OH. Author. Baumgardner, J. & Richards, A. (2000). Manifesta: Young women, feminism, and the future. New York: Farrar, Straus, & Giroux. Beecher, C. E. (1846). The evils suffered by American women and American children: Thecauses and the remedy. New York

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Kevin Petit


This article presents the results of a small-scale research conducted for a master’s thesis on the motivation to learn Irish on the part of university students and members of the Gaelic society An Cumann Gaelach. In the light of questionnaires’ results and interviews, the emphasis is placed on the links between motivation, identity, and potential key moments in learners’ lives. Using an AMTB-type questionnaire (n=45), the author puts to the test Dörnyei’s Motivational Self System theory (2005) in the context of the learning of Irish by looking at the correlation between the motivational intensity of 45 students and six variables (Ideal L2 Self, Ought to Self, Ideal L2 Community, Instrumentality, Parental encouragement, and Role of teachers). The notion of Ideal L2 Self, or the capacity to picture oneself speaking an L2 in the future, clearly appears to be strongly correlated with the respondents’ motivational intensity (r=.75 p<.01), in accordance with Dörnyei’s model. However results concerning extrinsic factors differ from previous research, putting forward distinctive features of the learning of minority languages. The second phase of the research looks at the language learning narratives of three An Cumann Gaelach’s members through the qualitative analysis of three interview transcripts. The results clearly show that time spent in Irish summer colleges are linguistic mudes (Pujolar and Puigdevall 2015), or key-moments, which triggered the interest in the language for the three students interviewed.

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Daina Liegeniece and Inese Freiberga

lpp. (in Latvian). Lawrence, J. A. & Jaan Valsiner, J. (2003). Making Personal Sense: An Account of Basic Internalization and Externalization Processes, Theory & Psychology , Vol. 13, p. 724-752. Liegeniece, D. (2004). Bērna un pedagoga "vienpriekšmeta darbība" pasaku uztverē [Child and Teacher's "Uni-object" Activity in Fairy Tale Perception]. Starptautiskās zinātniskās konferences Teorija un prakse skolotāju izglītībā II rakstu krājums. Rīga: RPIVA, 115.-118. lpp. (in Latvian

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Stephen Harvey, Alexander Gil-Arias, Megan Lorraine Smith and Lindsey Rachel Smith

Fitness Instruction Time instrument (SOFIT; McKenzie, 2012 ) and teacher behaviors from the West Virginia Teaching Evaluation Instrument (WVUTES; Hawkins and Wiegand, 1989 ). While these authors did not specifically examine student motivation, Harvey and colleagues (2016) suggested that the utilization of these instruments could “enable teachers to develop pedagogical alignments within student-centered physical education models” (p. 425). Indeed, the notion of stepping back and being a ‘problem setter’ rather than ‘problem solver’ has been noted as a key ‘dilemma