The Cambridge Guide to Second Language Teacher Education

By Joanne Burnett. 2011

743 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8c7378fa9b8657ec08bb5bc70359335cb51b1c0e

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Citations in the corpus

Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, background): “This finding shows the importance of providing opportunities for language teachers to be able to bring their beliefs to the level of awareness so that they can, as Leung (2009) has recently noted, become more ‘engaged in reflexive examination of their own beliefs and action’ (p. 53).”
Competence and Performance in Language Teaching (2010, background): “This view of the process of teaching has been extended through research on teacher cognition (Borg, 2006, 2009).”
Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors (2016, background): “Research in teacher learning in language teaching (e.g. Farrell, 2009; Pen-nington, 1995b) shows novice teachers moving over time from a focus on lesson material and procedures to a focus on their students and interaction in the classroom.”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “No typological categorization can ever be claimed to be watertight, however: In the case of some of these publications (Burns & Richards, 2009; Johnson, 2006, in particular), it is possible to also detect themes from the sociohistorical ontological orientation to which we turn in the next section.”
Language teacher research engagement (2010, background): “In the context of LT, a particular conceptualization of teacher research that merits attention here is EXPLORATORY PRACTICE (EP) (Allwright 2003, 2005).”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Burns (2009) classifies the use of action research in language teacher education programmes under three main categories: (a) an integrated element of formal undergraduate or postgraduate courses; (b) collaborative teacher-researcher projects; and (c) individual projects by classroom teachers and…”
Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching (2010, background): “Several writers have commented on the gap between teacher education courses and the dayto-day practice of teaching (Flores, 2001; Varghese et al., 2005; Miller, 2009).”
The formation of English teacher identities: A cross-cultural investigation (2015, neutral): “…have flourished over the past two decades, both in the field of English language teaching (ELT) (Clarke, 2008; Johnston, 2003; Menard-Warwick, 2008; Miller, 2009; Simon-Maeda, 2004; Tsui, 2007; Varghese, Morgan, Johnston, & Johnson, Corresponding author: Mingyue (Michelle) Gu, Department of…”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “…(Borg, 2003), sociocultural (Johnson, 2006), and broader social (Kubanyiova & Feryok, 2015) and critical turns (Crookes, 2009, 2013; Hawkins & Norton, 2009) has led to rethinking of the language teacher’s identity from a “passive technician” to a “reflective practitioner” through…”
Research into practice: Grammar learning and teaching (2015, positive): “In addition, in keeping with a sociocultural perspective (Johnson 2009), language can be conceived of as social practice.”