Aloini, D., Dulmin, R., & Mininno, V. (2012). Modelling and assessing ERP project risks: A Petri Net approach. European Journal of Operational Research, 220(2), 484-495. https://doi.org/10.1016/j.ejor.2012.01.062
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79-86. https://doi.org/10.1177/0748175613513808
Baumann, L. (2021). Professional online networking: Investigating the technological and the human side of networking with professional social networking sites (Doctoral dissertation). University of Hohenheim). http://opus.uni-hohenheim.de/volltexte/ 2021/1886/
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teacher s’professional identity. European Journal of Psychology of Education, 27, 115-132. https://doi.org/10.1007/s10212-011-0069-2
Douglass, B., Stager, S. L., Shaw, K., Hite, A., Solecki, S., Stanik-Hutt, J., & Tufts, G. (2024). Professional identity in nursing: Why it is important in graduate education. Journal of Professional Nursing, 52, 50-55. https://doi.org/10.1016/j.profnurs.2024.03.004
Festinger, L. Schachter, S., & Back, K. (1950). Social pressures in informal groups: A study of human factors in housing. Harper.
Hu, W., Yuan, Q., Wang, Y., & Chen, N. (2024). The influence factors of tour guides' professional identity and professional decision before and after the COVID-19 pandemic. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31588
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257e272. https://doi.org/10. 1080/ 13540600902875332
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Landis, T., Barbosa-Leiker, C., Clark, C., & Godfrey, N. (2024). Professional Identity in Nursing Scale 2.0: A national study of nurses’ professional identity and psychometric properties. Journal of Professional Nursing, 50, 61-65. https://doi.org/10. 1016/ j.profnurs.2023.11.004
Lee, H., & Jang, G. (2023). Native English teachers’ construction and negotiation of professional identities in the context of Korea: An analysis of multilayered nature of identities. Teaching and Teacher Education, 122, 103981. https://doi.org/10.1016/j. tate.2022.103981
Malm, B. (2020). On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching, 46(3), 351–364. https://doi.org/10.1080/02607476.2020.1739514
Mao, A., Lu, S. E., Lin, Y., & He, M. (2021). A scoping review on the influencing factors and development process of professional identity among nursing students and nurses. Journal of Professional Nursing, 37(2), 391-398. https://doi.org/10.1016/j.profnurs.2020.04.018
Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111. https://doi.org/10.1016/j.system.2023.103111
Nazari, M., & Seyri, H. (2023). Covidentity: Examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 46(3), 397-416. https://doi.org/10.1080/02619768.2021.1920921
Park, J. S.-Y. (2011). The promise of English: Linguistic capital and the neoliberal worker in the South Korean job market. International Journal of Bilingual Education and Bilingualism, 14(4), 443e455. https://doi.org/10.1080/13670050.2011.573067
Raj, M., Fast, N. J., & Fisher, O. (2017). Identity and professional networking. Personality and Social Psychology Bulletin, 43(6), 772–784. https://doi.org/10.1177/0146167217697299
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303. https://doi.org/10.1016/j.tate.2021.103303
Sheridan, V. (2013). A risky mingling: academic identity in relation to stories of the personal and professional self. Reflective Practice, 14(4), 568–579. https://doi.org/10.1080/14623943.2013.810617
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. Tesol Quarterly, 41(4), 657e680.
Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2024). Becoming and being Online EFL teachers: Teachers’ professional identity in online pedagogy. Heliyon.
Warfield, J. N. (1974). Developing interconnection matrices in structural modeling. In IEEE Transactions on Systems, Man, and Cybernetics, vol. SMC-4, no. 1, pp. 81-87. https://doi.org/10.1109/TSMC.1974.5408524
Yadolahi Dehcheshmeh, A., Liaghatdar, M. J., & Davarpanah, S. H. (2019). Identifing effective factors on the Quality of Performance of Multi-grade classes Teachers. Teaching and Learning Research, 16(2), 129-146. https://doi.org/10.22070/tlr.2019.3324 [In Persian]
Yang, S., Shu, D., & Yin, H. (2022). Teaching, my passion; publishing, my pain: Unpacking academics’ professional identity tensions through the lens of emotional resilience. Higher Education, 84(2), 235-254. https://doi.org/10.1007/s10734-021-00765-w
|