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Identity in transition: A collaborative autoethnography of teachers becoming academics
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DOI：10.1016/j.tate.2026.105568.png)
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Abstract
En 中文
• Examines teachers' transition experiences into academic roles. • Reveals identity tensions shaped by prior teaching habitus. • Shows epistemic and emotional challenges in academic adaptation. • Demonstrates CAE as a supportive space for identity negotiation. • Identifies factors influencing early academic identity formation.
Keywords:
academic identity
teacher transition
habitus
collaborative autoethnography
identity negotiation
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