The impact of in-service teacher education on language teachers' beliefs

By S. Borg. 2011

557 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/366da501f93f5a614be49a33b9958983325337e5

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Citations in the corpus

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, unknown): “…Farrell, 1999; Gatbonton, 1999; Johnson, 1994; Karavas– Doukas, 1996; Lamb, 1995; Woods, 1996), the 2000s (e.g., Borg, 2001; da Silva, 2005; Farrell & Lim, 2005; Mattheoudakis, 2007; Peacock, 2001; Phipps & Borg, 2009; Tsang, 2004; Urmston, 2003), and post 2010 (e.g., Baker, 2014; Borg 2011).”
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015, background): “…decide spontaneously whether to provide or withhold CF, about CF strategies, and also about the timing of providing CF. Evidently, these decisions are influenced by teachers' cognitions, an amalgam of “what they know, believe, and think” about teaching (Borg, 2003, p. 81; see also Borg, 2011).”
Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, background): “Finally, some scholars in TESOL have wondered if engaging in reflective practice will ‘improve the quality of teaching’ (Borg, 2011a, p. 220), and if reflection will result in ‘better teacher performance’ (Akbari, 2007, p. 198).”
Evaluating the Impact of Professional Development (2018, background): “…of underlying theory, research papers over the years have reported on how different kinds of PD impact on practising language teachers (for example, Borg, 2011; Curtis and Szesztay, 2005; Kubanyiova, 2012; Lamb, 1995; Lamie, 2004; Scott and Rodgers, 1995; Turner et al., 2016), but my concern here…”
Teachers’ beliefs about multilingual pedagogies and the role of initial training (2018, background): “…because they represent the cognitive component of the attitude construct and could be defined as ‘propositions individuals consider to be true and which are often tacit, have a strong evaluative and affective content, provide a basis for action, and are resistant to change’ (Borg, 2011, p. 370).”