<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442024000100488</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v48i1.55971</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica]]></article-title>
<article-title xml:lang="es"><![CDATA[El Yo Docente pre-servicio Ideal L2: el caso de docentes pre-servicio en Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo-Miranda]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Castro]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>1</numero>
<fpage>488</fpage>
<lpage>504</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442024000100488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442024000100488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442024000100488&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The &#8216;L2 Motivational Self System&#8217; (L2MSS) (Dörnyei &amp; Ryan, 2015) sheds light on theoretical tenets for research in language learner motivation. The L2MSS has been adapted into the &#8216;Possible Language Teacher Self&#8217; (PLTS) (Kubanyiova, 2009) to explore language teacher motivation. Nonetheless, there is scarce research on a self-system for L2 pre-service teachers. Therefore, in this qualitative study, the characteristics of the Ideal L2 Pre-Service Teacher Self were explored to identify a possible motivational self-system. In-depth semi-structured interviews were conducted and thematic analysis was implemented. Participants (N=2) were pre-service L2 teachers from a university in Costa Rica. Findings revealed that participants mentioned four common traits of an ideal L2 pre-service teacher self: (1) passion, (2) knowledge, (3) adaptability, and (4) language proficiency. Contrary to Kubanyiova&#8217;s (2009) PLTS and Dörnyei&#8217;s (2009b) and Dörnyei &amp; Ryan&#8217;s (2015) L2MSS, both participants share an &#8216;L2 Pre-service Teacher Self System&#8217; including four elements: (1) Ideal L2 Pre-service Teacher Self, (2) ought-to L2 Pre-service Teacher Self, (3) current L2 Pre-service Teacher Self, and (4) Feared L2 Teacher Self. It is discussed and concluded that a PLTS system might include the elements just mentioned. However, further exploration on an L2 Pre-Service Teacher Self is mandatory to better understand the motivation and self-identity of L2 pre-service teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sistema motivacional L2 (L2MSS por sus siglas en inglés) (Dörnyei &amp; Ryan, 2015) arroja luz sobre los principios teóricos para la investigación en la motivación de estudiantes de idiomas extranjeros/segundos idiomas (L2). El L2MSS se ha adaptado al sistema de 'Posible docente de idiomas' (PLTS) (Kubanyiova, 2009) para explorar la motivación de docentes de idiomas L2. No obstante, existe poca investigación sobre un autosistema para personas docentes de L2 en formación. Por lo tanto, el objetivo de este estudio cualitativo fue explorar las características del yo ideal de la persona docente de L2 en formación para identificar un posible sistema de automotivación. Se realizó entrevistas semiestructuradas a profundidad y se implementó análisis temático. Las personas participantes (N=2) fueron docentes de L2 en formación de una universidad de Costa Rica. Los resultados revelaron que las personas participantes obtuvieron cuatro rasgos comunes de un yo ideal de docentes L2 en formación: (1) pasión (p.ej. pasión, gestión del aula, necesidades educativas especiales, entre otros), (2) conocimiento, (3) adaptabilidad y (4) dominio del idioma. A diferencia del PLTS de Kubanyiova (2009) y el L2MSS de Dörnyei (2009) y Dörnyei y Ryan (2015), se encuentra que las personas participantes comparten un 'Sistema de autoconocimiento de docente L2 en formación que incluye cuatro elementos: (1) Yo ideal docente L2 en formación, (2) el yo docente L2 en formación que debería ser, (3) el yo docente L2 en formación actual y (4) el yo docente L2 que temo ser. Se discute y se concluye que un sistema PLTS podría incluir los cuatro elementos mencionados anteriormente. Sin embargo, es necesario explorar con más profundidad el yo de docentes L2 en formación para una mejor comprensión de la motivación e identidad de dichas personas docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pre-service Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Educator Training]]></kwd>
<kwd lng="es"><![CDATA[Formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Enseńanza y formación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<collab>Bachman &amp; Palmer</collab>
<article-title xml:lang=""><![CDATA[Preparing Effective Instructions]]></article-title>
<source><![CDATA[Language Assessment in Practice]]></source>
<year>2019</year>
<edition>3</edition>
<page-range>383-93</page-range><publisher-name><![CDATA[Oxford University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Drawing identity: Beginning pre-service teachers&#8217; professional identities.]]></article-title>
<source><![CDATA[Issues in Educational Research]]></source>
<year>2015</year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>225-45</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflecting on Reflexive Thematic Analysis.]]></article-title>
<source><![CDATA[Qualitative Research in Sport, Exercise and Health]]></source>
<year>2019</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>589-97</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thematic Analysis: A Practical Guide.]]></source>
<year>2021</year>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brunfaut]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Clapham]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessment and Testing. In Routledge Encyclopedia of Language Teaching and Learning]]></source>
<year>2013</year>
<edition>2</edition>
<page-range>52-8</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boo]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Ryan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape.]]></article-title>
<source><![CDATA[System]]></source>
<year>2015</year>
<volume>55</volume>
<page-range>147-57</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carson]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Chase]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An examination of physical education teacher motivation from a self-determination theoretical framework.]]></article-title>
<source><![CDATA[Physical Education &amp; Sport Pedagogy]]></source>
<year>2009</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>335-53</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chong]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Low]]></surname>
<given-names><![CDATA[E.-L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why I want to teach and how I feel about teaching-Formation of teacher identity from pre-service to the beginning teacher phase.]]></article-title>
<source><![CDATA[Educational Research for Policy and Practice]]></source>
<year>2009</year>
<volume>8</volume>
<page-range>59-72</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Collie]]></surname>
<given-names><![CDATA[R.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[A.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; sense of adaptability: Examining links with perceived autonomy support, teachers&#8217; psychological functioning, and students&#8217; numeracy achievement.]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2017</year>
<volume>55</volume>
<page-range>29-39</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coombe]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Folse]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hubley]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[A Practical Guide to Assessing English Language Learners.]]></source>
<year>2007</year>
<publisher-name><![CDATA[The University of Michigan Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[A passion for teaching.]]></source>
<year>2004</year>
<publisher-name><![CDATA[Routledge Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gu]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
</person-group>
<source><![CDATA[The new lives of teachers.]]></source>
<year>2010</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies.]]></source>
<year>2007</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of second language acquisition.]]></source>
<year>2009</year>
<publisher-name><![CDATA[Oxford University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The L2 Motivational Self System.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Ushioda]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivation, language identity and the L2 self]]></source>
<year>2009</year>
<page-range>9-42</page-range><publisher-name><![CDATA[Multilingual Matters.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Ryan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Psychology of the Language Learner Revisited.]]></source>
<year>2015</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duff]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Case Study Research in Applied Linguistics.]]></source>
<year>2007</year>
<publisher-name><![CDATA[Taylor &amp; Francis Group.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duff]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Case Study Research on Language Learning and Use.]]></article-title>
<source><![CDATA[Annual Review of Applied Linguistics]]></source>
<year>2014</year>
<volume>34</volume>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferry]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ĺström]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Romar]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preservice Teachers&#8217; Practical Knowledge and Their Sources.]]></article-title>
<source><![CDATA[Journal of Teacher Education and Educators]]></source>
<year>2022</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fokkens-Bruinsma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Canrinus]]></surname>
<given-names><![CDATA[E. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts.]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2014</year>
<volume>65</volume>
<page-range>65-74</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integrative motivation and second language acquisition.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivation and Second Language Acquisition]]></source>
<year>2001</year>
<page-range>1-20</page-range><publisher-name><![CDATA[University of Hawaii Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gall]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gall]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Borg]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational research]]></source>
<year>2003</year>
<edition>7</edition>
<publisher-name><![CDATA[Pearson Education.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Granziera]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Collie]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programmes.]]></article-title>
<source><![CDATA[Psychology Teaching Review]]></source>
<year>2019</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>60-6</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The emotional practice of teaching.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>1998</year>
<volume>14</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>835-54</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holmes]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[A Practical Guide to Teacher Wellbeing.]]></source>
<year>2005</year>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hong]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The construction of early career teachers&#8217; identities: coping or managing?.]]></article-title>
<source><![CDATA[Teacher Development]]></source>
<year>2017</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>249-66</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Horwitz]]></surname>
<given-names><![CDATA[E. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers&#8217; Feelings of Foreign Language Anxiety.]]></article-title>
<source><![CDATA[Foreign Language Annals]]></source>
<year>1996</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>365-72</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kayi-Aydar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language teacher identity]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2019</year>
<volume>52</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>281-95</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kayi-Aydar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A language teacher&#8217;s agency in the development of her professional identities: A narrative case study.]]></article-title>
<source><![CDATA[Journal of Latinos and Education]]></source>
<year>2019</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-18</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Early Childhood Preservice Teachers&#8217; Passion, Beliefs, and Their Sense of Teacher Efficacy.]]></article-title>
<source><![CDATA[Journal of Education and Human Development]]></source>
<year>2017</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>44-55</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Cho]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service teachers&#8217; motivation, sense of teaching efficacy, and expectation of reality shock.]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2014</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-81</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kubanyiova]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Possible selves in language teacher development.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dörnyei]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Ushioda]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivation, language identity and the L2 self]]></source>
<year>2009</year>
<page-range>314-32</page-range><publisher-name><![CDATA[Multilingual Matters]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Larsen-Freeman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Techniques and principles in language teaching]]></source>
<year>2011</year>
<edition>3</edition>
<publisher-name><![CDATA[Oxford University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindberg]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kelley]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Swick]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Common-Sense Classroom Management for Middle and High School Teachers.]]></source>
<year>2005</year>
<publisher-name><![CDATA[Corwin Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malmberg]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Goal-orientation and teacher motivation among teacher applicants and student teachers.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2006</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>58-76</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Matas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework.]]></article-title>
<source><![CDATA[Australian Journal of Teacher Education]]></source>
<year>2015</year>
<volume>40</volume>
<numero>11</numero>
<issue>11</issue>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hennissen]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Loughran]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing pre-service teachers&#8217; professional knowledge of teaching: The influence of mentoring.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2017</year>
<volume>66</volume>
<page-range>47-59</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muncie]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using written teacher feedback in EFL composition classes.]]></article-title>
<source><![CDATA[ELT Journal]]></source>
<year>2000</year>
<volume>54</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-53</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murillo-Miranda]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ideal L2 Teacher Selves: What are the characteristics that make an Ideal L2 Teacher Self for classroom-based, blended learning and online English teaching programs for adults in Costa Rica?]]></source>
<year>2020</year>
<publisher-name><![CDATA[University of Nottingham.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parsons]]></surname>
<given-names><![CDATA[S.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vaughn]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[One teacher&#8217;s instructional adaptations and her students&#8217; reflections on the adaptations.]]></article-title>
<source><![CDATA[Journal of Classroom Interaction]]></source>
<year>2016</year>
<volume>51</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-17</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Plourde]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The influence of student teaching on pre-service elementary teachers&#8217; science self-efficacy and outcome expectancy beliefs.]]></article-title>
<source><![CDATA[Journal of Instructional Psychology]]></source>
<year>2002</year>
<volume>29</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>245-53</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Seedhouse]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research Methods for Applied Language Studies: An Advanced Resource Book for Students.]]></source>
<year>2012</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodgers]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Approaches and methods in language teaching.]]></source>
<year>2014</year>
<edition>3</edition>
<publisher-name><![CDATA[Cambridge University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scrivener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom Management Techniques.]]></source>
<year>2012</year>
<publisher-name><![CDATA[Cambridge University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sercu]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The foreign language and intercultural competence teacher: The acquisition of a new professional identity.]]></article-title>
<source><![CDATA[Intercultural Education]]></source>
<year>2006</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-72</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and teaching: Foundations of the new reform.]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smid]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hungarian pre-service teachers&#8217; motivation to become English teachers: Validating a questionnaire.]]></article-title>
<source><![CDATA[Journal of Adult Learning, Knowledge and Innovation]]></source>
<year>2018</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-32</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smid]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward an understanding of pre-service English teachers&#8217; motivation: The case of Hungary.]]></article-title>
<collab>Akadémiai Kiadó. Ushioda</collab>
<source><![CDATA[Motivation, language identity and the L2 self]]></source>
<year>2020</year>
<page-range>314-32</page-range><publisher-name><![CDATA[Multilingual Matters.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vaughn]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining Teacher Agency: Why Did Les Leave the Building?]]></article-title>
<source><![CDATA[The New Educator]]></source>
<year>2013</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>119-34</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vallerand]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Houlfort]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Forest]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Passion for work: Determinants and outcomes.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gagné]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory.]]></source>
<year>2014</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Whitaker]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Valtierra]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing preservice teachers&#8217; motivation to teach diverse learners.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2018</year>
<volume>73</volume>
<page-range>171-82</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhu]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers&#8217; motivations.]]></article-title>
<source><![CDATA[System]]></source>
<year>2020</year>
<volume>91</volume>
<page-range>102242</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
