Cite
Implicit professional identity: assessment and relation with explicit professional identity and well-being of pre-service teachers.
MLA
Wang, Xin-qiang, et al. “Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers.” European Journal of Teacher Education, vol. 45, no. 3, July 2022, pp. 338–55. EBSCOhost, https://doi.org/10.1080/02619768.2020.1827385.
APA
Wang, X., Zhu, J., Huo, J., Liu, M., & Ye, B. (2022). Implicit professional identity: assessment and relation with explicit professional identity and well-being of pre-service teachers. European Journal of Teacher Education, 45(3), 338–355. https://doi.org/10.1080/02619768.2020.1827385
Chicago
Wang, Xin-qiang, Jun-cheng Zhu, Jun-yu Huo, Ming-fan Liu, and Bao-juan Ye. 2022. “Implicit Professional Identity: Assessment and Relation with Explicit Professional Identity and Well-Being of Pre-Service Teachers.” European Journal of Teacher Education 45 (3): 338–55. doi:10.1080/02619768.2020.1827385.