Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context

By Rui (Eric) Yuan, Icy Lee. 2014

164 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/414095f39a5daa6d3566d8be48cbd4256b94635d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. D. Freeman
2. A. Burns
3. E. Edwards
4. S. Borg
5. S. Andrews
6. J. Richards
7. Anne Feryok

In Literature and Literary Theory

1. D. Freeman
2. A. Burns
3. E. Edwards
4. S. Borg
5. S. Andrews
6. J. Richards
7. Anne Feryok

Citations in the corpus

• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “In an exploration of 2010–2014 Kubanyiova (2012) (Single author, empirical) Crookes (2010) Nishino (2012) Li (2013) Yuan & Lee (2014) language teacher learning via diary studies, Numrich examined 26 novice English as a second language (ESL) teachers’ personal experiences of and feelings about…”
• Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2016, unknown): “Yuan and Lee (2014) found that when preservice teachers are encouraged to reflect in post-observation discussions with peers, this can not only heighten their awareness of these three areas but also lead to changes in each, as the teachers ‘experimented with different teaching approaches’ (2014, p.…”