Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan

Mir Abdullah Miri; Reza Pishghadam; Elham  Naji  Meidani

doi:10.4324/9781003626435-15

Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan

Mir Abdullah Miri
, Reza Pishghadam
, Elham Naji Meidani

Department of Education

Ferdowsi University of Mashhad

Research output: Chapter or section in a book/report/conference proceeding › Book chapter

Abstract

This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education. Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter. Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.

Original language	English
Title of host publication	Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research
Editors	Gloria Park, Oksana Moroz, Sarah Henderson Lee, Bedrettin Yazan
Place of Publication	New York, U. S. A.
Publisher	Routledge Taylor & Francis Group
Chapter	11
Pages	163-178
Number of pages	16
Edition	1
ISBN (Electronic)	9781003626435
ISBN (Print)	9781041038979
DOIs	https://doi.org/10.4324/9781003626435-15
Publication status	Published - 28 Nov 2025

ASJC Scopus subject areas

General Social Sciences
General Arts and Humanities

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10.4324/9781003626435-15

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Cite this

Miri, M. A., Pishghadam, R., & Naji Meidani, E. (2025). Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. In G. Park, O. Moroz, S. Henderson Lee, & B. Yazan (Eds.), Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research (1 ed., pp. 163-178). Routledge Taylor & Francis Group. https://doi.org/10.4324/9781003626435-15

Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. / Miri, Mir Abdullah; Pishghadam, Reza; Naji Meidani, Elham .
Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research. ed. / Gloria Park; Oksana Moroz; Sarah Henderson Lee; Bedrettin Yazan. 1. ed. New York, U. S. A.: Routledge Taylor & Francis Group, 2025. p. 163-178.

Research output: Chapter or section in a book/report/conference proceeding › Book chapter

Miri, MA, Pishghadam, R & Naji Meidani, E 2025, Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. in G Park, O Moroz, S Henderson Lee & B Yazan (eds), Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research. 1 edn, Routledge Taylor & Francis Group, New York, U. S. A., pp. 163-178. https://doi.org/10.4324/9781003626435-15

Miri MA, Pishghadam R, Naji Meidani E. Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. In Park G, Moroz O, Henderson Lee S, Yazan B, editors, Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research. 1 ed. New York, U. S. A.: Routledge Taylor & Francis Group. 2025. p. 163-178 doi: 10.4324/9781003626435-15

Miri, Mir Abdullah ; Pishghadam, Reza ; Naji Meidani, Elham . / Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research. editor / Gloria Park ; Oksana Moroz ; Sarah Henderson Lee ; Bedrettin Yazan. 1. ed. New York, U. S. A. : Routledge Taylor & Francis Group, 2025. pp. 163-178

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Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan

Abstract

ASJC Scopus subject areas

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