Abstract
Having come this far in our quest to understand language teachers’ conceptual change, let us take a moment to reflect on what we have learned so far. We have seen compelling evidence that teachers’ cognitive representations of themselves in future states, that is, their possible selves, are central cognitions in shaping not only what teachers do in the classroom, but, crucially for this anatomy, how they approach their professional development.
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© 2012 Magdalena Kubanyiova
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Kubanyiova, M. (2012). It’s not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process. In: Teacher Development in Action. Palgrave Macmillan, London. https://doi.org/10.1057/9780230348424_9
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DOI: https://doi.org/10.1057/9780230348424_9
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-31293-1
Online ISBN: 978-0-230-34842-4
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)