Situated Teacher Identity and Motivational Practices: A Case Study of a 1.5-Generation Teacher in a Korean Heritage Language School

Jung-In Kim, School of Education and Human Development at the University of Colorado Denver
J. J. Maeng
M. Kim
I. Wang

This paper was presented at the annual meeting of the Korean American Educational Research Association, San Francisco, CA; April 2013.

For more information about this paper, please contact JUNG-IN.KIM@UCDENVER.EDU.

Abstract