Understanding Expertise in Teaching; Case Studies of ESL Teachers

By N. Mcbeath. 2005

145 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/250a3c7ba4b689ee34311a16298eb580ab429710

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Citations in the corpus

Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “Duration: 2 years Tsui (2007) Teacher identity formation 1 EFL teacher in China Interviews; reflective diaries.”
Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development (2019, background): “Experienced teachers are those with many years of teaching behind them, with “many” explained in different studies as at least four to five years (e.g. Gatbonton, 1999; Richards, Li, & Page 6 of 26 Tang, 1998; Tsui, 2003, 2005, as cited in Gatbonton, 2008).”
Mentoring beginning teachers: What we know and what we don't (2009, background): “The growth of formalized programmes of school-based mentoring for beginning teachers was also encouraged by the substantial increase (from the 1980s) in theorizing about and research into the nature and development of teaching capability (Munby, Russell, & Martin, 2001; Tsui, 2003), as well as by re”
Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools. (2004, background): “How might teachers resolve the tensions between societal or cultural expectations of classroom roles and the need to involve pupils actively in language use (Carless, 1999; Kramsch & Sullivan, 1996; Tsui, 2003)? All three teachers grappled with this issue, and, to my mind, only Connie resolved it sa”
Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, methodology): “Other TESOL scholars have successfully utilized similar case study methods for similar types of research (e.g. Clair, 1998; Farrell, 2008; Tsui, 2003).”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, background): “This highlights the role of teachers’ discipline strategies in successfully managing language tasks and distinguishing between noise and disorder that foreshadow disciplinary problems; and noise that indicates high levels of involvement (Tsui, 2003).”
The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012, background): “…currently ample literature that has discussed the relationship between researching and teaching; for example, the literature on action research or studies that have explored the role of research in teacher’s thinking, beliefs, and development (e.g. Borg, 2006; Richards & Farrell, 2005; Tsui, 2003).”
Applications of Vygotsky’s sociocultural approach for teachers’ professional development (2016, background): “There is no need for conscious decision-making or problem-solving unless a novel situation is encountered (Adapted from Tsui, 2003, pp. 10–11).”
Teachers' Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction (2012, background): “From the viewpoint of Tsui (2003), the perceptions and presumptions the teachers receive from this source may be considered a very strong influence in affecting their pedagogical beliefs.”