Learning to teach English language during the first year: personal influences and challenges

By T. Farrell. 2003

172 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9761b1fdb6ab689d8862110f3e95d91bf8b6962b

How researchers see this paper

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

In Education

1. Zhengdong Gan
2. T. Farrell
3. Christian Stuart
4. Yasuko Kanno
5. Izhar Oplatka
6. Antonella Valeo
7. Farahnaz Faez
8. Magdalena Kubanyiova

In Language and Linguistics

1. Zhengdong Gan
2. Christian Stuart
3. Yasuko Kanno
4. T. Farrell
5. Izhar Oplatka
6. Farahnaz Faez
7. Antonella Valeo
8. Magdalena Kubanyiova

Citations in the corpus

• Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face? (2013, background): “Meanwhile, the current ESL teacher preparation courses can have these teacher candidates read and analyze case studies of preservice ESL teachers’ practicum experience (Farrell, 2003).”
• Surviving the transition shock in the first year of teaching through reflective practice (2016, result): “Similar research has also backed the idea that TESOL teachers are experiencing difficulties in their first year studies (e.g., Johnson, Harrold, Cochran, Brannan, & Bleistein, 2014; Farrell, 2003, 2007, 2009, 2012; 2015).”
• TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, background): “These findings echo much of the work of Farrell (2003, 2009) and others who describe the novice teachers’ first experiences with the classroom as a type of “reality check.””
• Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “Duration: 3 years Farrell (2003) Farrell (2006) Transition from a teacher education program to life in a real classroom 1 first-year English language teacher in Singapore Classroom observation; post-observation conferences; teaching journal; semistructured interviews.”
• Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development (2012, background): “…in TESOL (the theme of this special issue), their experiences, and especially their well-being (the issues and challenges they face), as well as in how they are prepared (or not prepared) for their first years of teaching (e.g., Farrell, 2003, 2006a, 2006b, 2007a, 2007b, 2008a, 2008b, 2008c, 2009).”
• Going Beyond Role Expectations: Toward an Understanding of the Determinants and Components of Teacher Organizational Citizenship Behavior (2006, background): “This kind of interstaff helping behavior is assumed to be more significant with new teachers, as the literature on mentorial relationships has shown (e.g., Farrell, 2003; Kram, 1983).”