The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching

By D. Freeman. Language Teaching, 2002

704 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/fe35192b7a2aebe6b2b0fdd257c6f4aac72bec21

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Citations in the corpus

Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “Understanding the relationship between language proficiency and teaching ability has recently re-emerged as a focus in second language teacher education, particularly through work on teacher cognition and teaching knowledge (e.g. Freeman, 2002; Freeman, 2016; Freeman et al., 2015).”
Teacher Cognition in Grammar Teaching: A Literature Review (2003, background): “…on the realisation that SLA research has not provided definitive answers about grammar teaching, recognises that ‘teachers possess access to unique knowledge about teaching’ (Freeman, 2002: 8) and acknowledges teacher cognition as a key source of data in attempts tomake sense of formal instruction.”
The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools (2004, background): “This also highlights the importance of examining context and teachers’ context-specific beliefs (Freeman, 2002), that is, teachers’ assumptions about the factors that will shape and 1There is not necessarily more variability in writing assessment than other modes.”
The distinctive characteristics of foreign language teachers (2006, background): “Freeman (2002), for example, has suggested that because of the special relationship between content and medium in language teaching, the widely used concept of pedagogical content knowledge (Shulman, 1987), which amalgamates teachers’ knowledge of a subject and of how to teach it, may not be wholly…”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “Although CK is usually defined as being structurally related to academic disciplines (Freeman, 2002), such different ways of operationalization may also contribute to differences in the degree of correlations.”
Pre‐Service Teachers' Perceptions of a Short‐Term International Experience Programme (2006, background): “In addition, teachers are expected to learn about teaching (Freeman, 2002; Johnson, 1992), usually by taking TESOL methodology classes and by spending time in schools working closely with teachers and language learners.”
Activity Theory and Language Teacher Agency. (2012, background): “teacher development has undergone evolutionary, even revolutionary, changes in the past 40 years with growing recognition of teaching as both individually practiced and socially situated (Borg, 2006; Freeman, 2002; K. E. Johnson, 2009).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “…whether it can produce a body of professionals who are adaptive to changes in the face of the rapid development of knowledge and society (Freeman 2002; Farrell 2008); whether it can retain teachers who are enthusiastic and committed; and whether, against the odds, language teachers can…”
Exploring Tensions between Teachers' Grammar Teaching Beliefs and Practices. (2009, neutral): “Pajares, 1992; Richardson, 1996) and specifically in relation to language teaching (e.g. Borg, 2003, 2006; Freeman, 2002 ).”
Integrating Grammar in Adult TESOL Classrooms (2008, background): “Teachers’ instructional choices are thus motivated by diverse psychological, instructional, institutional and social influences; understanding these influences, as, amongst others Freeman (2002) and Johnson (1999) have argued, is therefore central to a better understanding of language teaching.”
The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs (2004, background): “Freeman (1992, 1996, 2002) has studied the knowledge, beliefs and perceptions which shape what language teachers know and how they put it into action.”
Professional Development of Secondary EFL Teachers: Lessons from China (2005, background): “The technical conception of teacher preparation must be replaced by an ecological orientation that recognizes the complexity of learning to teach, the interplay of multiple factors in teachers’ work, the context-dependent nature of professional knowledge, and the value of practical experience in tea”
The Routledge handbook of English language teaching (2018, background): “With dedication and effort from all teachers, we are sure we can and will make teaching language as a comprehensive system a successful endeavour.”
Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face? (2013, background): “…teacher education programmes, overall, reviews of literature on second or foreign language teaching and learning by Freeman and Johnson (1996), Freeman (2002), and Chiang (2008) indicate that research concerning the teaching practicum experience of student teachers in second language teacher…”