Teacher education and teacher development

Handbook of Research in Second Language Teaching and Learning

Volumn 2, Issue , 2011, Pages 21-39

  Tsui, Amy B M ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84880005587     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (134)

1. Almarza, G. G. (1996). Student foreign language teachers' growth. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge: Cambridge University Press
2. Andrews, S. (1999). 'All these like little name things': a comparative study of language teachers' explicit knowledge of grammar and grammatical terminology. Language Awareness, 8, 143-159
3. Andrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10, 75-90
4. Andrews, S. (2007). Teacher language awareness. New York: Cambridge University Press
5. Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal, 81, 15-27
6. Bailey, K., Bergthold, B., Braunstein, B., Fleischman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X. & Zamboo, L. (1996). The language learner's autobiography: Examining the 'apprenticeship of observation' In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge: Cambridge University Press
7. Bailey, K. M. (1996). The best laid plans: teachers' in-class decisions to depart from their lesson plans. In K. M. Bailey & N. David (Eds.), Voices from the language classroom (pp. 15-40). Cambridge: Cambridge University Press
8. Bartlett, L. (1990). Second language teacher education. In J. Richards & D. Nunan (Eds.), Teacher development through reflective teaching (pp. 202-214). New York: Cambridge University Press
9. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128
10. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court
11. Berliner, D. C. (1994). The wonder of exemplary performances. In J. N. Margieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students' diverse perspectives (pp. 161-186). Fort Worth, TX: Harcourt Brace College
12. Borg, S. (1998). Studying teacher cognition in second language grammar teaching. System, 27, 19-31
13. Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 3(2), 61-71
14. Borg, S. (2006). Teacher cognition and language education. New York: Continuum
15. Breen, M., Hird, P. B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: teachers' principles and classroom practices. Applied Linguistics, 22(4), 470-501
16. Brophy, J. (1991). Introduction to volume 2. In J. Brophy (Ed.), Advances in research on teaching (Vol. 2) (pp. ix-xvi). London: JAI Press
17. Bullough, R. V., & Baughman, K. (1995). Changing contexts and expertise in teaching: First year teacher after seven years. Teaching and Teacher Education, 11(2), 461-478
18. Bullough, R. V., & Baughman, K. (1997). First-year teacher eight years later: An inquiry into teacher development. New York: Teachers College Press
19. Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7, 56-66
20. Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 154-177). Cambridge: Cambridge University Press
21. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press
22. Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). New York: Cambridge University Press
23. Burns, A., & Richards, J. (2009). Second language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 1-8). New York: Cambridge University Press
24. Burton, J. (Ed.). (2001-2006). Case studies of TESOL practice series. Alexandria, VA: TESOL Publications, Inc
25. Burton, J. (2009). The scope of second language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 298-308). New York: Cambridge University Press
26. Calderhead, J. (Ed.). (1987). Exploring teachers' thinking. London: Cassell
27. Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25-31
28. Chandler, P., Robinson, W. P., & Noyes, P. (1988). The level of linguistic knowledge and awareness among student training to be primary teachers. Language and Education, 2, 161-173
29. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan
30. Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31, 711-726
31. Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowledge: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching the ways of knowing (Vol. 84 Yearbook of the National Society for the Study of Education, Part II) (pp. 174-198). Chicago: University of Chicago Press
32. Crookes, G. (1993). Action research for second language teachers: Going beyond teacher research. Applied Linguistics, 14(2), 130-144
33. Crookes, G., & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8(15-19)
34. Dewey, J. (1933). How we think. Buffalo, NY: Prometheus Books
35. Duff, P., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-461
36. Edge, J. (2001). Action research. Alexandria, VA: TESOL
37. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm
38. Farrell, T. (1999). The reflective assignment: Unlocking pre-service teachers' beliefs on grammar teaching. RELC Journal, 30, 1-17
39. Farrell, T. (2007). Reflective language teaching: From research to practice. London: Continuum
40. Fernandez, C., & Yoshida, M. (1999). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates
41. Freeman, D. (1989). Teacher training, development, and decision making model: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23, 27-45
42. Freeman, D. (1992). Language teacher education: Emerging discourse, and change in classroom practice. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on language teacher education (pp. 1-21). Hong Kong: City Polytechnic of Hong Kong
43. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 9, 485-497
44. Freeman, D. (2009). The scope of second language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 11-19). New York: Cambridge University Press
45. Freeman, D., & Johnson, K. (1998). Re-conceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417
46. Freeman, D., & Johnson, K. E. (2005). Toward linking teacher knowledge and student learning. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 73-96). Mahwah, NJ: Lawrence Erlbaum Associates
47. Freeman, D., & Richards, J. (Eds.) (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press
48. Gebhard, J. G. (2005). Awareness of teaching through action research: Examples, benefits and limitations. JALT Journal, 27(1), 53-69
49. Gee, J. (2000). Identity as an analytic lens for research in education. In W. Secada (Ed.), Review of research in education 25 (pp. 99-125). Washington, DC: American Educational Research Association
50. Glazer, N. (1974). Schools of the minor professions. Minerva, pp. 346-364
51. Golombek, P. R. (1998). A study of language teachers' personal practical knowledge. TESOL Quarterly, 32(3), 447-464
52. Golombek, P. R. (2009). Personal practical knowledge in L2 teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 155-162). New York: Cambridge University Press
53. Gore, J., & Zeichner, K. M. (1991). Action research and reflective teaching. Teaching and Teacher Education, 7(2), 119-136
54. Grossman, P. (1990). The making of a teacher. New York: Teachers College Press
55. He, M. F. (2002a). A narrative inquiry of cross-cultural lives: Lives in China. Journal of Curriculum Studies, 34, 301-321
56. He, M. F. (2002b). A narrative inquiry of cross-cultural lives: Lives in Canada. Journal of Curriculum Studies, 34, 323-342
57. He, M. F. (2002c). A narrative inquiry of cross-cultural lives: Lives in the North American academy. Journal of Curriculum Studies, 34, 513-533
58. Jarvis, J. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal, 46(2), 133-143
59. Johnson, K. (Ed.). (2005). Expertise in second language learning and teaching. Basingstoke: Palgrave Macmillan
60. Johnson, K. E. (1992a). The instructional decisions of pre-service English as a second language teacher: New directions for teacher preparation programs. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 115-134). Hong Kong: City Polytechnic of Hong Kong
61. Johnson, K. E. (1992b). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108
62. Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as second language teachers. Teaching and Teacher Education, 10(4), 439-452
63. Johnson, K. E. (1996). The vision versus reality: The tensions of the TESOL practicum. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 30-49). Cambridge: Cambridge University Press
64. Johnson, K. E. (2003). 'Every experience is a moving force': Identity and growth through mentoring. Teaching and Teacher Education, 19, 787-800
65. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge
66. Kemmis, S., & McTaggart, R. (1988). The action research planner. Rowley, MA: Newbury House
67. Kiely, R. (2001). Classroom evaluation-values, interests and teacher development. Language Teaching Research, 5(3), 241-261
68. Knezevic, A., & Scholl, M. (1996). Learning to teach together: Teaching to learn together. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 79-96). Cambridge: Cambridge University Press
69. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178-194
70. Larsen-Freeman, D. (1983). Training teachers or educating a teacher. In J. E. Alatis, H. H. Stern, & P. Strevens (Eds.), Georgetown University round table on language and linguistics (pp. 264-274). Washington, DC: Georgetown University Press
71. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge: Cambridge University Press
72. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
73. Leinhardt, G. (1989). A contrast of novice and expert competence in mathematics lessons. In J. Lowyck & C. M. Clark (Eds.), Teacher thinking and professional action (pp. 75-98). Leuven: Leuven University Press
74. MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers' jobs and lives. British Educational Research Journal, 19, 311-322
75. Miller, J. (2009). Teacher identity. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). New York: Cambridge University Press
76. Mishler, E. G. (1999). Storylines: Craft artists' narratives of identity. Cambridge, MA: Harvard University Press
77. Moore, A., Edwards, G., Halpin, D., & George, R. (2002). Compliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reform. British Educational Research Journal, 28, 551-565
78. Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. In J. Brutt-Griffler & M. Varghese (Eds.), Re-writing bilingualism and the bilingual educator's knowledge base (pp. 80-96). Clevedon: Multilingual Matters
79. Ng, J., & Farrell, T. (2003). Do teachers' beliefs of grammar teaching match their classroom practices? A Singapore case study. In D. Deterding, A. Brown, & E. L. Low (Eds.), English in Singapore: Research on grammar (pp. 128-137). Singapore: McGraw Hill
80. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. London: Longman
81. Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-153
82. Nunan, D. (1990). Action research in the language classroom. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 62-81). New York: Cambridge University Press
83. Nunan, D. (1992). The teacher as decision-maker. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 135-165). Hong Kong: City Polytechnic of Hong Kong
84. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332
85. Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29, 177-195
86. Pennington, M. (1996). When input becomes intake: Tracing the sources of teachers' attitude change. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 320-350). Cambridge: Cambridge University Press
87. Platt, E., & Troudi, S. (1997). Mary and her teachers: A Grebo-speaking child's place in the mainstream classroom. Modern Language Journal, 78, 497-511
88. Poynor, L. (2005). A conscious and deliberate intervention: The influence of language teacher education. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 157-176). Mahwah, NJ: Lawrence Erlbaum Associates
89. Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers' professionalism, identities and knowledge (pp. 69-77). London: Falmer Press
90. Richards, J. (1987). The dilemma of teacher preparation in TESOL. TESOL Quarterly, 22, 9-27
91. Richards, J. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30, 281-296
92. Richards, J. (1998). Beyond training. New York: Cambridge University Press
93. Richards, J., & Ho, B. (1998). Reflective thinking through journal writing. In J. Richards (Ed.), Beyond training (pp. 153-170). Cambridge: Cambridge University Press
94. Richards, J., Ho, B., & Giblin, K. (1996). Learning how to teach in the RSA Cert. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 242-259). Cambridge: Cambridge University Press
95. Richards, J., Li, B., & Tang, A. (1998). Exploring pedagogical reasoning skills. In J. Richards (Ed.), Beyond training (pp. 86-102). New York: Cambridge University Press
96. Richards, J., & Nunan, D. (Eds.) (1990). Second language teacher education. New York: Cambridge University Press
97. Richards, J., & Pennington, M. (1998). The first year of teaching. In J. Richards (Ed.), Beyond training (pp. 173-190). New York: Cambridge University Press
98. Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press
99. Rodgers, T. S. (Producer). (2001). Language teaching methodology. CAL: Digests. Podcast retrieved from www.cal.org/ resources/digest/rodgers.html (accessed July 7, 2001)
100. Samuel, M., & Stephens, D. (2000). Critical dialogues with self: Developing teacher identities and roles-a case study of South African student teachers. International Journal of Educational Research, 33, 475-491
101. Scarino, A. (2005). Introspection and retrospection as windows on teacher knowledge, values and ethical dispositions. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 33-52). Mahwah, NJ: Lawrence Erlbaum Associates
102. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books
103. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1st ed.). San Francisco: Jossey-Bass
104. Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students' and teachers' views on error correction and the role of grammar. Foreign Language Annals, 29, 343-364
105. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar teaching and corrective feedback: USA-Columbia. Modern Language Journal, 85, 244-258
106. Shavelson, R. J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgements, decisions, and behaviour. Review of Educational Research, 51(4), 455-498
107. Shi, L., & Cummings, A. (1995). Teachers' conceptions of second language writing instructions: Five case studies. Journal of Second Language Writing, 4, 87-111
108. Shulman, L. (1986). Those who understand knowledge growth in teaching. Educational Researcher, 15(2), 4-14
109. Singh, G., & Richards, J. (2006). Teaching and learning in the language teacher education course room. RELC Journal, 37(2), 149-175
110. Smith, D. B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 197-216). Cambridge: Cambridge University Press
111. Smith, T. W., & Strahan, D. (2004). Toward a prototype of expertise in teaching: A descriptive case study. Journal of Teacher Education, 55(4), 357-371
112. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heineman
113. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. New York: Simon and Schuster
114. Tarone, E., & Allwright, R. (2005). Second language teacher learning and student second language learning: Shaping the knowledge-base. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 5-24). Mahwah, NJ: Lawrence Erlbaum Associates
115. Tsang, W. K. (2004). Teachers' personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198
116. Tsui, A. B. M. (1996). Learning how to teach writing. In J. Richards & D. Freeman (Eds.), Teacher learning in language teaching (pp. 97-124). Cambridge: Cambridge University Press
117. Tsui, A. B. M. (2003). Understanding expertise in teaching. New York: Cambridge University Press
118. Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189). New York: Palgrave Macmillan
119. Tsui, A. B. M. (2007). The complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680
120. Tsui, A. B. M. (2009). Teaching expertise: Approaches, perspectives and characterizations. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 190-197). Cambridge: Cambridge University Press
121. Tsui, A. B. M., & Edwards, G. (2009). On becoming a member of a community of practice. Learning in school-university partnership: Sociocultural perspectives. (pp. 47-68). New York: Routledge
122. Tsui, A. B. M., Edwards, G., & Lopez-Real, F. (with contributions from Kwan, T., Law, D., Stimpson, P., Tang, R., and Wong, A.) (2009). Learning in school-university partnership: Sociocultural perspectives. New York: Routledge
123. Turner-Bisset, R. (2001). Expert teaching: Knowledge and pedagogy to lead the profession. London: David Fulton Publishers
124. Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112-126
125. Varghese, M. (2006). Bilingual teachers-in-the-making. Journal of Multilingual and Multicultural Development, 27(3), 211-224
126. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4, 21-44
127. Verloop, N., Van Driel, J., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441-461
128. Wallace, M. (1996). Structured reflection: The role of the professional project. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 281-294). Cambridge: Cambridge University Press
129. Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press
130. Williamson, J., & Hardman, F. (1995). Time for refilling the bath? A study of primary student-teachers' grammatical knowledge. Language and Education, 9, 117-134
131. Woods, D. (1996). Teacher cognition in language teaching. New York: Cambridge University Press
132. Wray, D. (1993). Student-teachers' knowledge and beliefs about language. In N. Bennett & C. Carre (Eds.), Learning to teach (pp. 51-72). London: Routledge
133. Wu, K. Y. (2006). Teacher beliefs and grammar teaching practices: Case studies of four ESL teachers. Unpublished thesis (Ph. D.), University of Hong Kong
134. Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates