Writing teacher education and teacher learning: Testimonies of four EFL teachers
By Icy Lee. 2010
123 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/25aee215dbff7cd962d8d9070f967d1171dd3261
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Citations in the corpus
- Teacher written corrective feedback: Less is more (2019, unknown): “My previous research has shown that this can have an adverse effect on teachers’ identity development, making writing teachers feel that they are simply ‘marking machines’ (Lee, 2010, p. 148) that repeat the same tedious job mechanically, day in day out.”
- “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices (2015, background): “Several studies have focused on teachers’ WCF practices in various pedagogical contexts (e.g., Ferris, 2006; Guénette & Lyster, 2013; Jodaie & Farrokhi, 2012; Lee, 2010; Montgomery & Baker, 2007).”
- Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “In fact, pre-service teachers are usually ill-prepared to assess their own students owing to inadequate training provided by teacher education programmes and misinterpreting assessment as assessment of learning rather than assessment for learning (Lee, 2010; Lee & Coniam, 2013; Mertler, 2009).”