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Teachers’ professional vulnerability and cultural tradition: A Chinese paradox
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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inferred← citeshttps://doi.org/10.1177/21582440211046935openalex-snapshot
A Qualitative Assessment of the Determinants of Faculty Engagement in Internationalization: A Chinese Perspective
inferred← citeshttps://doi.org/10.1186/s40359-026-04474-wopenalex-snapshot
To seek or not to seek: decision-making in perceived social support among bullied adolescents
inferred← citeshttps://doi.org/10.1186/s40862-023-00185-6openalex-snapshot
Korean language teachers’ vulnerability over English competency in Korean-only classrooms
inferred← citeshttps://doi.org/10.1186/s40862-024-00301-0openalex-snapshot
Language teachers’ emotions in online classrooms: Relations among teachers’ appraisals of classroom events, emotional responses, and instructional practices
inferred← citeshttps://doi.org/10.14221/ajte.2010v35n8.6openalex-snapshot
Chinese Teachers’ Views on the Increasing Use of Putonghua as a Medium of Instruction in Hong Kong Schools
inferred← citeshttps://doi.org/10.14221/ajte.2018v44n1.3openalex-snapshot
Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture
inferred← citeshttps://doi.org/10.14221/ajte.2022v47n10.6openalex-snapshot
Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes
inferred← citeshttps://doi.org/10.1515/cjal-2018-0038openalex-snapshot
Waning and Waxing of Love: Unpacking Layers of Teacher Emotion
inferred← citeshttps://doi.org/10.1515/cjal-2019-0019openalex-snapshot
Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization
inferred← citeshttps://doi.org/10.1515/cjal-2025-0105openalex-snapshot
Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan
inferred← citeshttps://doi.org/10.1515/iral-2023-0228openalex-snapshot
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies
inferred← citeshttps://doi.org/10.1590/s0102-71822012000200012openalex-snapshot
What do you mean by "teacher"?psychological research on teacher professional identity
inferred← citeshttps://doi.org/10.25904/1912/2130openalex-snapshot
Dimensions of Stress, Burnout, and Resilience of Teachers in Social Development Schools in Hong Kong
inferred← citeshttps://doi.org/10.25904/1912/2606openalex-snapshot
Culture Teaching in the Chinese High School Education Context: A Study of Teachers' Attitudes and Beliefs
inferred← citeshttps://doi.org/10.26686/wgtn.17004817openalex-snapshot
Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context
inferred← citeshttps://doi.org/10.26686/wgtn.17014514openalex-snapshot
Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam
inferred← citeshttps://doi.org/10.26686/wgtn.17014514.v1openalex-snapshot
Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam
inferred← citeshttps://doi.org/10.29252/ijal.19.2.87openalex-snapshot
Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran
inferred← citeshttps://doi.org/10.29393/rla58-2drdl20002openalex-snapshot
‘DON’T YOU LIKE ME? AM I UGLY? OR DON’T I SPEAK WELL?’ ANALYSIS OF DISAGREEMENT AND EMOTIONAL EXHIBITION IN THE EMAILS OF CHINESE UNIVERSITY STUDENTS OF SPANISH
inferred← citeshttps://doi.org/10.30845/jesp.v11p3openalex-snapshot
Correlations among Teachers’ Perceptions of Their Social Status, Professional Identity, and Professional Development in Taiwan
inferred← citeshttps://doi.org/10.30900/kafkasegt.1411532openalex-snapshot
The Relationship between Teachers’ Levels of Organizational Vulnerability and Self-Confidence
inferred← citeshttps://doi.org/10.33120/sssppj.vi49(52).258openalex-snapshot
Systemic vulnerability of schoolteachers: A scoping review to compare the systemic pressures faced by teachers in countries with and without a totalitarian past
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1724209openalex-snapshot
In to the feeling: doctoral students’ academic emotional experiences and regulation
inferred← citeshttps://doi.org/10.3390/educsci14090950openalex-snapshot
Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea
inferred← citeshttps://doi.org/10.3390/su15031991openalex-snapshot
“Learn to Conserve Your Passion and Care”: Exploring the Emotional Labor of Special-Post Teachers in Rural China
inferred← citeshttps://doi.org/10.35207/later.1878104openalex-snapshot
Exploring Pre-service ELT Students’ Perceptions of Emotionally Engaging Materials in Embodied Cognition-oriented Practicum Teaching
inferred← citeshttps://doi.org/10.36315/2021end052openalex-snapshot
THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS
inferred← citeshttps://doi.org/10.4018/979-8-2600-1885-9.ch005openalex-snapshot
Voicing Indonesian ESP Teachers' Emotions
inferred← citeshttps://doi.org/10.4236/psych.2013.411125openalex-snapshot
Chinese Teachers’ Emotion Regulation Goals and Strategies
inferred← citeshttps://doi.org/10.4324/9781315814292openalex-snapshot
The Work and Lives of Teachers in China
inferred← citeshttps://doi.org/10.46451/ijts.2021.12.04openalex-snapshot
Does Teacher Engagement Matter? Exploring Relationship Between Teachers’ Engagement in Professional Development and Teaching Practice
inferred← citeshttps://doi.org/10.53444/deubefd.1470731openalex-snapshot
Öğretmenlik Meslek İtibarının Soruşturma Bağlamında İncelenmesi
inferred← citeshttps://doi.org/10.54254/2753-7048/2/2022604openalex-snapshot
On the Causes of CHC Students' Passive Learning Style with Confucian Ideology of “Ruling by ‘Li’ (Rites)”
inferred← citeshttps://doi.org/10.5430/ijhe.v10n2p284openalex-snapshot
The Construction of Teacher Identity in Education for Sustainable Development: The Case of Chinese ESP Teachers
inferred← citeshttps://doi.org/10.5539/elt.v12n4p127openalex-snapshot
Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey
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