Acknowledging the generational and affective aspects of language teacher identity.

Harbon, L

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Reflections on Language Teacher Identity Research, 2017, pp. 176 - 182
Issue Date:: 2017

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Field	Value	Language
dc.contributor.author	Harbon, L https://orcid.org/0000-0002-7873-400X	en_US
dc.contributor.editor	Barkhuizen, G	en_US
dc.date.issued	2017	en_US
dc.identifier.citation	Reflections on Language Teacher Identity Research, 2017, pp. 176 - 182	en_US
dc.identifier.isbn	1138186988	en_US
dc.identifier.isbn	9781138186989	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126856
dc.publisher	Routledge	en_US
dc.relation.ispartof	Reflections on Language Teacher Identity Research	en_US
dc.relation.isbasedon	https://doi.org/10.4324/9781315643465	en_us
dc.rights	This is an Author's Accepted Manuscript of an article published in Reflections on Language Teacher Identity Research, 2017, pp. 176 - 182. Copyright Routledge, available online at: https://doi.org/10.4324/9781315643465.	en_US
dc.title	Acknowledging the generational and affective aspects of language teacher identity.	en_US
dc.type	Chapter
utslib.location	New York and London	en_US
utslib.for	130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	New York and London	en_US

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