In Search of the Knowledge Base of Language Teaching: Explanations by Experienced Teachers

By B. Johnston, Karin Goettsch. 2000

230 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2a617e55194607b8e1f29378241b010e79bc2bd3

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Citations in the corpus

Knowledge base of pronunciation teaching: staking out the territory (2011, methodology): “Shulman's conceptual framework has been widely used in analyses of L2TC (Gatbonton, 2008; Gorsuch & Beglar, 2004; Johnston & Goettsch, 2000) and also in many L1 teacher education domains such as the sciences (Justi & van Driel, 2005), mathematics (Hill, Shilling, & Ball, 2004), and other areas of…”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, unknown): “Johnston & Goettsch (2000) examined the knowledge base underlying the grammatical explanations of 4 experienced ESL teachers in the USA.”
Teacher Cognition in Grammar Teaching: A Literature Review (2003, background): “Teachers’ commentaries revealed complex and multifacetedunderstandings of student knowledge; learning involved ‘grasping conceptually the form and especially themeaning of grammatical constructions’ as well as ‘accurate production in terms of both form andmeaning’ (Johnston & Goettsch, 2000: 456).”
Looking beyond teachers' classroom behaviour: Novice and experienced ESL teachers' pedagogical knowledge (2008, background): “…these issues are how they conceptualize the teaching process (e.g. Golombek, 1998; Tsui, 2003), what knowledge (e.g. Breen, 1991; Gatbonton, 1999; Johnston & Goettsch, 2000) and beliefs (e.g. Almarza, 1996; Farrell, 1999; Johnson, 1996; Peacock, 2001; Woods 1996) they have about teaching and…”
Incidental Displays of Cultural Knowledge in the Nonnative-English- Speaking Teacher's Classroom (2003, background): “1 This distinction between planned, explicit and unplanned, incidental displays of knowledge has been made by others, including Johnston and Goettsch (2000), who looked at “prepared presentations of grammar points” and “impromptu responses to student questions.”
Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education (2004, background): “As several researchers in language teacher education indicate (e.g. Borg, 1998; Johnston & Goettsch, 2000; Varghese, 2001, this issue), such an approach remains unrealised in most programmes.”
TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, unknown): “These include an examination of the teaching process (e.g., Golombek, 1998; Tsui, 2003), knowledge (e.g., Gatbonton, 1999; Johnston & Goettsch, 2000), cognition (Borg, 2003, 2006), and beliefs (e.g., Almarza, 1996; Crandall, 2000; Farrell, 1999; Mattheoudakis, 2007; Peacock, 2001) that teachers…”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Johnston and Goettsch (2000) examined teachers’ beliefs about grammar instruction.”
Evaluating the Impact of Professional Development (2018, background): “…evaluation purposes, included an explicit focus on such kinds of knowledge for teaching, although it must be acknowledged that what PCK means in the context of ELT has not been widely discussed (in the context of grammar teaching, though, see Johnston and Goettsch, 2000; Sanchez and Borg, 2014).”