Looking beyond teachers' classroom behaviour: Novice and experienced ESL teachers' pedagogical knowledge

By Elizabeth Gatbonton. 2008

273 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/fe949e6987e1abddc71fe9df5bf6d825d533e211

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Citations in the corpus

Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development (2019, background): “Experienced teachers are those with many years of teaching behind them, with “many” explained in different studies as at least four to five years (e.g. Gatbonton, 1999; Richards, Li, & Page 6 of 26 Tang, 1998; Tsui, 2003, 2005, as cited in Gatbonton, 2008).”
The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “Possible explanations for these inconsistencies have been put forward, including relative length of teaching experience (Gatbonton 2008; Tsui 2003), school and classroom conditions (Gorsuch 2000), and school culture and its norms and recognised values (Sato and Kleinsasser 2004).”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “Arguments for more socially oriented formulations of language teacher cognition and the SLTE knowledge base were furthered by Freeman and Johnson’s (1998) call for a “broader epistemological view of ESOL teacher 1990–1994 Richards & Nunan (1990) (Collection, conceptual & empirical) Freeman & Richard”
Knowledge base of pronunciation teaching: staking out the territory (2011, methodology): “Shulman's conceptual framework has been widely used in analyses of L2TC (Gatbonton, 2008; Gorsuch & Beglar, 2004; Johnston & Goettsch, 2000) and also in many L1 teacher education domains such as the sciences (Justi & van Driel, 2005), mathematics (Hill, Shilling, & Ball, 2004), and other areas of…”
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015, background): “…& Hoy, 2007), and there are a growing number of studies on language teachers' cognitions (e.g., Akbari& Tajik, 2012; Akyel, 1997; Gao&Ma, 2011; Gatbonton, 2008; Mok, 1994; Rahmani Doqaruni, 2015), studies comparing novice and experienced teachers' cognitions about CF are scant in the…”
Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study (2013, background): “Gatbonton (2008) also discovered that novice teachers tend to care most about the following when making pedagogical decisions: student behaviour, student reactions, student levels of engagement, and the relationship with the students.”
‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “Novice teachers are more concerned with student behaviour and reactions to them rather than with pedagogical procedures and learning outcomes, while experienced teachers are more concerned with language management (for example, Gatbonton 2008 ), which this study does not fully support.”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “Gatbonton (1999, 2008) and Mullock (2006) analyzed the challenges EFL teachers face during teaching to understand practical action in the classroom.”