Teacher Development in Action. Understanding Language Teachers' Conceptual Change

By Jenny Lim. 2013

120 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/caf405cbc7a89b0c3dfd3ee72e9b2015e2e99315

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. Anne Feryok
2. M. Lamb
3. Philip Hiver
4. S. Borg
5. Magdalena Kubanyiova
6. J. Richards
7. Z. Dörnyei
8. D. Freeman

In Literature and Literary Theory

1. Anne Feryok
2. M. Lamb
3. Z. Dörnyei
4. S. Borg
5. Philip Hiver
6. J. Richards
7. Magdalena Kubanyiova
8. D. Freeman

Citations in the corpus

• Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “…2011; Johnston, 2003; Wong & Canagarajah, 2009) or whether they spring from empirical inquiry into the teachers’ internal resources which shape and are shaped by their language teaching activity in the classrooms and schools (Golombek, 1998; Kubanyiova, 2009, 2012, 2015; Mori, 2011; Scarino, 2005).”
• Evaluating the Impact of Professional Development (2018, background): “…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 is not to present, as these studies do,…”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “Recent models of teacher conceptual change, both theoretically motivated (Gregoire 2003) and empirically grounded (Kubanyiova 2012) are implicit that the impetus for change can only transpire if the current, prevailing state of affairs is seen as wanting—in line with the principle from CT,…”
• The motivational dimension of language teaching (2017, background): “It is recognized that training novice teachers or persuading experienced teachers to use a pre-ordained set of instructional strategies is a recipe for failure if the strategies do not align with teachers’ underlying beliefs and values (Borg 2003; Kubanyiova 2012).”
• Unifying cognition, emotion, and activity in language teacher professional development (2014, methodology): “Of considerable consequence for teacher educators, researchers have argued for the intrinsic interconnection between emotion and cognition in teacher development of professional identity (Bullough, 2009; Dang, 2013; Meyer, 2009; Zembylas, 2003a, 2003b, 2005), as well as conceptual change (Golombek &”
• Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…approaches to identifying salient dimensions of language teachers’ inner lives (e.g., Feryok, 2012; Feryok & Pryde, 2012; Golombek & Doran, 2014; Kubanyiova, 2009, 2012) have shown promising ways forward in pointing to the role of complex inner lives in influencing teacher learning, teaching…”
• Exploring Emotions in Language Teaching (2020, background): “Kubanyiova (2012) describes teacher development as an emotionally-charged process, one in which ‘emotional dissonance’ (the gap between the teacher’s aspirational identity and her/his performed identity in teaching) plays a central role.”
• 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…”