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Looking at teacher identity through self-regulation
In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three questions to 342 participants enrolled in graduate courses in educational psychology. These questions formedpmid:20423635 fatcat:5dbmvvqzmbexzlewns2pybps2q