Hostname: page-component-8448b6f56d-dnltx Total loading time: 0 Render date: 2024-04-18T03:59:10.534Z Has data issue: false hasContentIssue false
  • English
  • Français

Second language teacher education: Review of recent research on practice

Published online by Cambridge University Press:  10 June 2010

Tony Wright
Tony Wright*
Affiliation:
University College Plymouth St Mark & St John, Plymouth, UKtwright@marjon.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 43 , Issue 3 , July 2010 , pp. 259 - 296
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System 35.2, 192–207.CrossRefGoogle Scholar
Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research 7.2, 113–141.CrossRefGoogle Scholar
Allwright, D. & Hanks, J. (2009). The language learner's development. Basingstoke: Palgrave.CrossRefGoogle Scholar
Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Arndt, V., Harvey, P. & Nuttall, J. (2000). Alive to language: Perspectives on language awareness for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Bailey, F. & Willett, J. (2004). Collaborative groups in teacher education. In Hawkins & Ijuro (eds.), 15–32.Google Scholar
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.CrossRefGoogle Scholar
Banfi, C. S. (2003). Portfolios: Integrating advanced language, academic and professional skills. ELT Journal 57.1, 34–42.CrossRefGoogle Scholar
Barduhn, S. & Johnson, K. E. (2009). Certification and professional qualifications. In Burns & Richards (eds.), 59–65.Google Scholar
Barkhuizen, G. & Feryok, A. (2006). Pre-service teachers perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education 34.1, 115–134.CrossRefGoogle Scholar
Beaumont, M. (2006). Which method? Any method? No method? Post-method? Some thoughts on content and process in second language teacher education courses. In Fritz, T. (ed.), What next? Trends, traditions and developments in teacher education. Vienna: Edition Volkhochschule, 51–62.Google Scholar
Beaumont, M. & Wright, T. (eds.) forthcoming. Experiences of second language teacher education. Basingstoke: Palgrave.Google Scholar
Bigelow, M. H. & Ranney, S. E. (2005). Pre-service teachers’ knowledge about language and its transfer to lesson planning. In Bartels, N. (ed.), Applied Linguistics and language teacher education. New York: Springer, 179–200.CrossRefGoogle Scholar
Bolton, G. (2005). Reflective practice: Writing and professional development (2nd edn.). London: Sage.Google Scholar
Borg, M. (2001). Teachers’ beliefs. ELT Journal 55.2, 186–188.CrossRefGoogle Scholar
Borg, M. (2002). Learning to teach: CELTA trainees’ beliefs, experiences and reflections. Ph.D. dissertation, University of Leeds, UK.Google Scholar
Borg, M. (2004). The apprenticeship of observation. ELT Journal 58.3, 274–276.CrossRefGoogle Scholar
Borg, M. (2005). A case study in the development of pedagogic thinking of a pre-service teacher. TESL-EJ 9.2. writing.berkeley.edu/TESL-EJ/ej34/a5.pdf.Google Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching 36.2, 81–109.CrossRefGoogle Scholar
Borg, S. (2006). Teacher cognition and language education. London: Continuum.Google Scholar
Boyle, J. (2000). Education for teachers of English in China. Journal of Education for Teaching 26.2, 148–155.Google Scholar
Brandt, C. (2006). Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal 60.4, 355–364.Google Scholar
Breen, M. P. & Candlin, C. N. (1980). The essentials of a communicative curriculum in English language teaching. Applied Linguistics 2.1, 89–112.CrossRefGoogle Scholar
Britten, D. (1985). Teacher training in ELT. Language Teaching 18.2, 112–128 & 18.3, 220–238.Google Scholar
Brookfield, S. (1988). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and action. Buckingham: Open University Press.Google Scholar
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.Google Scholar
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching 38.2, 57–74.CrossRefGoogle Scholar
Burns, A. & Richards, J. C. (eds.) (2009). The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.Google Scholar
Candlin, C. N. & Widdowson, H. G. (eds.) (1987). Language teaching: A scheme for teacher education. Oxford: Oxford University Press.Google Scholar
Cheng, M. M. H., Chan, K-W., Tang, S. Y. F. & Cheng, A. Y. N. (2009). Pre-service teacher education students' epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education 25, 319–327.Google Scholar
Chiang, M-H. (2008). The effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education 24.5, 1270–1287.CrossRefGoogle Scholar
Crandall, J-A. (2000). Language teacher education. Annual Review of Applied Linguistics 20, 34–55.CrossRefGoogle Scholar
da Silva, M. (2005). Constructing the teaching process from the inside out: How pre-service teachers make sense of their perceptions of the teaching of the four skills. TESL-EJ 9.2. writing.berkeley.edu/TESL-EJ/ej34/a10.pdf.Google Scholar
Damron, J. (2005). Encouraging professional development on pre-service teachers. The Teacher Trainer 19.1, 3–6.Google Scholar
DelliCarpini, M. (2009). Enhancing cooperative learning in TESOL teacher education. ELT Journal 63.1, 42–50.Google Scholar
Dewey, J. (1938). Experience and education. New York: Collier.Google Scholar
Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal 58.4, 344–351.Google Scholar
Dong, Y. R. (2000). Learning to see diverse students through reflective teaching portfolios. In Johnson (ed.), 137–153.Google Scholar
El-Dib, M. A. B. (2007). Levels of reflection in action research: An overview and an assessment tool. Teaching and Teacher Education 23.1, 24–35.Google Scholar
Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.Google Scholar
Farrell, T. S. C. (2006a). ‘The teacher is an octopus’: Uncovering pre-service language teachers’ beliefs through metaphor analysis. RELC Journal 37.2, 326–248.Google Scholar
Farrell, T. S. C. (2006b). Learning to teach English language: Imposing order. System 34.2, 211–221.Google Scholar
Farrell, T. S. C. (2007a). Reflective language teaching: From research to practice. London: Continuum.Google Scholar
Farrell, T. S. C. (2007b). Promoting reflection in language teacher education through case-based teaching. The New English Teacher 1, 61–70.Google Scholar
Farrell, T. S. C. (2008a). Critical incidents in ELT initial teacher training. ELT Journal 62.1, 3–10.CrossRefGoogle Scholar
Farrell, T. S. C. (2008b). ‘Here's the book, go teach the class’: ELT practicum support. RELC Journal 39.2, 226–241.Google Scholar
Farrell, T. S. C. (ed.) (2008c). Novice language teachers: Insights and perspectives for the first year. London: Continuum.Google Scholar
Farrell, T. C. S. (2009). Critical reflection in a TESL course: Mapping conceptual change. ELT Journal 63.3, 221–229.Google Scholar
Ferguson, G. & Donno, S. (2003). One-month teacher training courses: Time for a change? ELT Journal 57.1, 26–33.Google Scholar
Fish, D. (1989). Learning through practice in initial teacher training. London: Kogan-Page.Google Scholar
Flowerdew, J., Brock, M. & Hsia, S. (eds.) (1992). Perspectives on second language teacher education. Hong Kong: City Polytechnic of Hong Kong.Google Scholar
Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL Quarterly 16.1, 21–28.Google Scholar
Freeman, D. (1989). Teacher training, development and decision-making: A model of teaching and related strategies for language teacher education. TESOL Quarterly 23.1, 27–45.Google Scholar
Freeman, D. (1991). ‘To make the tacit explicit’: Teacher education, emerging discourse, and conceptions of teaching. Teaching and Teacher Education 7, 439–454.CrossRefGoogle Scholar
Freeman, D. (1996). The unstudied problem. In Freeman & Richards (eds.), 351–377.Google Scholar
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching 35.1, 1–3.Google Scholar
Freeman, D. (2004a). Language, sociocultural theory, and L2 teacher education: Examining the technology of subject matter and the architecture of instruction. In Hawkins (ed.), 169–197.Google Scholar
Freeman, D. (2004b). Closely-examined work: An epilogue to the LTEC conversations. In Hawkins & Ijuro (eds.), 121–136.Google Scholar
Freeman, D. (2009). The scope of second language teacher education. In Burns & Richards (eds.), 11–19.CrossRefGoogle Scholar
Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly 32.3, 397–417.Google Scholar
Freeman, D. & Richards, J. C. (eds.) (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Goker, S. D. (2006). The impact of peer coaching on self-efficiacy and instructional skills in TEFL teacher education. System 34.2, 239–254.Google Scholar
Golombeck, P. R. (2000). Promoting sense-making in second language teacher education. In Johnson (ed.), 87–104.Google Scholar
Graddol, D. (2006). English next. London: The British Council.Google Scholar
Gray, C. (2004). Exploring the language teacher's mind – helping student teachers see below the surface. The Language Learning Journal 29, 23–31.Google Scholar
Grigoroiu, G. (2002). Learning to teach: Introducing a reflective approach in Romanian initial teacher training. Ph.D. dissertation, University of Exeter, UK.Google Scholar
Hall, D. & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education 30.1, 63–85.Google Scholar
Harfitt, G. J. (2007). Exploiting transcriptions of identical subject content lessons. ELT Journal 62.2, 173–181.Google Scholar
Hawkins, M. R. (ed.) (2004a). Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.Google Scholar
Hawkins, M. R. (2004b). Social apprenticeships through mediated learning in language teacher education. In Hawkins (ed.), 89–109.CrossRefGoogle Scholar
Hawkins, M. R. & Ijuro, S. (eds.) (2004). Collaborative conversations among language teacher educators. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).Google Scholar
Hayes, D. (2005). Exploring the lives of non-native speaking teacher educators in Sri Lanka. Teachers and Teaching 11, 169–194.Google Scholar
Hayes, D. (2006). An exploration of the lives and careers of teachers of English in state education systems in Sri Lanka and Thailand. Ph.D. dissertation, University of Birmingham, UK.Google Scholar
Hayes, D. (2008). Becoming an English language teacher in Thailand. Language Teaching Research 12.4, 471–494.CrossRefGoogle Scholar
Hayes, D. (2009). Non-native English speaking teachers, context and English language teaching. System 37.1, 1–11.Google Scholar
Hill, L. (2000). What does it take to change minds? Intellectual development of pre-service teachers. Journal of Teacher Education 51.1, 50–62.Google Scholar
Hoban, G. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham: Open University Press.Google Scholar
Hobbs, V. (2007). Examining short-term ELT teacher education: An ethnographic case study of trainees’ experiences. Ph.D. dissertation, University of Sheffield, UK.Google Scholar
Hockly, N. (2000). Modelling and ‘cognitive apprenticeship’ in teacher training. ELT Journal 54.2, 118–125.Google Scholar
Holliday, A. (1994). The house of TESEP and the communicative approach: The special needs of state English language education. ELT Journal 48.1, 3–11.Google Scholar
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.Google Scholar
Horne, S. (2003). Short teacher training courses. ELT Journal 57.4, 395–397.CrossRefGoogle Scholar
Hu, G. (2005). Professional development of secondary EFL teachers: Lessons from China. Teachers College Record 107.4, 654–705.Google Scholar
Jacobs, G. M. & Farrell, T. C. S. (2001). Paradigm shift: Understanding and implementing change in second language education. TESL-EJ 5.1. www-writing.berkeley.edu/TESL-EJ/ej17/a1.html.Google Scholar
James, P. (2001). Teachers in action. Cambridge: Cambridge University Press.Google Scholar
Johnson, K. E. (ed.) (2000). Teacher education. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).Google Scholar
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40.1, 235–257.Google Scholar
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.CrossRefGoogle Scholar
Johnson, K. E. & Golombeck, P. R. (2002). Teachers’ narrative inquiry as professional development. New York: Cambridge University Press.Google Scholar
Johnston, B. (2000). Investigating dialogue in language teacher education: The teacher educator as learner. In Johnson (ed.), 157–174.Google Scholar
Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect 19.2, 25–38.Google Scholar
Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL Quarterly 41.4, 681–705.CrossRefGoogle Scholar
Katz, A. & Snow, M. A. (2009). Standards and second language teacher education. In Burns & Richards (eds.), 66–76.CrossRefGoogle Scholar
Kelly, M., Grenfell, M., Allan, R., Kriza, C. & McEvoy, W. (2004). European profile for language teacher education – a frame of reference. Report to the European Commission for Education and Culture. ec.europa.eu/education/languages/archive/doc/profile_en.pdf.Google Scholar
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development (3rd edn.). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Lantolf, J. (ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal 61.4, 321–329.Google Scholar
Leshem, S. & Bar-Hama, R. (2008). Evaluating teaching practice. ELT Journal 62.3, 257–265.Google Scholar
Leung, C. (2009). Second language teacher professionalism. In Burns & Richards (eds.), 48–58.Google Scholar
Lewin, K. M. & Stuart, J. S. (2003). Researching teacher education: New perspectives on practice, performance and policy, MUSTER Synthesis Report. London: DFID.Google Scholar
Lin, D. & Xun, Y. (2001). The institutional and policy development of teacher education in China. Asia-Pacific Journal of Teacher Education and Development 4.2, 5–23.Google Scholar
Lockhart, C. & Richards, J. C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.Google Scholar
Lortie, D. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Falmer.Google Scholar
Luk, J. (2008). Assessing teaching practice reflections: Distinguishing discourse features of ‘high’ and ‘low’ grade reports. System 36.4, 624–641.CrossRefGoogle Scholar
Lunenberg, M. (2002). Designing a curriculum for teacher educators. European Journal of Teacher Education 25.2 & 3, 263–277.Google Scholar
Lunenberg, M., Korthagen, F. & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education 23.5, 586–601.Google Scholar
Malderez, A. (2009). Mentoring. In Burns & Richards (eds.), 259–268.Google Scholar
Malderez, A. & Bodóczky, C. (1999). Mentor courses: A resource book for trainer-trainers. Cambridge: Cambridge University Press.Google Scholar
Malderez, A., Hobson, A. J., Tracey, L. & Kerr, K. (2007). Becoming a student teacher: The core features of the experience. European Journal of Teacher Education 30.3, 225–248.Google Scholar
Malderez, A. & Wedell, M. (2007). Teaching teachers: Practices and processes. London: Continuum.Google Scholar
Mann, S. (2005). The language teacher's development. Language Teaching 38.3, 103–118.Google Scholar
Mansvelder-Longayroux, D. D., Biejaard, D. & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education 23, 47–62.Google Scholar
Matei, G. S. (2002). Student teachers as researchers: An inquiry-oriented approach to initial teacher education. Ph.D. dissertation, University of Exeter, UK.Google Scholar
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education 23, 1272–1288.Google Scholar
McGrath, I. (ed.) (1997). Learning to train: Perspectives on the development of language teacher trainers. Hemel Hempstead: Prentice Hall.Google Scholar
McPherson, S. (2003). The short intensive teacher-training course. ELT Journal 57.3, 297–300.CrossRefGoogle Scholar
McRory, G. & McLachlan, A. (2009). Bringing modern languages into the primary curriculum in England: Investigating effective practice in teacher education. European Journal of Teacher Education 32.3, 259–270.Google Scholar
Medgyes, P. & Malderez, A. (eds.) (1996). Changing perspectives in teacher education. Oxford: Heinemann.Google Scholar
Mezirow, J. (ed.) (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.Google Scholar
Ministry of Education, Malaysia (2005). Training and capacity-building in English teacher education: A study of the achievements of the Malaysia–United Kingdom B.Ed. Twinning Project. Putra Jaya: Ministry of Education.Google Scholar
Moon, J. (2004). A handbook of reflective and experiential learning. London: Routledge.Google Scholar
Moon, J. (2008). Critical thinking: An exploration of theory and practice. London: Routledge.Google Scholar
Mullock, B. (2003). What makes a good teacher? The perceptions of TESOL postgraduate students. Prospect 18.3, 3–24.Google Scholar
Murray, J. (2009). Teacher competencies in the post-method landscape: The limits of competency-based training in TESOL teacher education. Prospect 24.1, 17–29.Google Scholar
Nunan, D. (2003). The impact of English as a global language on policies and practices in the Asia-Pacific region. TESOL Quarterly 37.4, 589–613.Google Scholar
Orem, R. (2001). Journal writing in adult ESL: Improving practice through reflective writing. New Directions for Adult and Continuing Education 90, 69–77.Google Scholar
Ouyang, H. H. (2000). One-way ticket: A story of an innovative teacher in Mainland China. Anthropology and Education Quarterly 31, 397–425.Google Scholar
Ouyang, H. H. (2004). Remaking of face and community of practices. Beijing: University of Beijing Press.Google Scholar
Parrott, M. (1993). Tasks for language teachers: A resource book for training and development. Cambridge: Cambridge University Press.Google Scholar
Peacock, M. (2009). The evaluation of foreign language teacher education programmes. Language Teaching Research 13.3, 259–278.Google Scholar
Pennycook, A. (2004). Critical moments in a TESOL practicum. In Norton, B. & Toohey, K. (eds.), Critical pedagogies and language learning. Cambridge: Cambridge University Press, 327–345.Google Scholar
Prapaisit de Segovia, L. & Hardison, D. M. (2009). Implementing educational reform: EFL teachers’ perspectives. ELT Journal 63.2, 154–162.Google Scholar
Randall, M. with Thornton, B. (2001). Advising and supporting teachers. Cambridge: Cambridge University Press.Google Scholar
Reichelt, M. (2000). Case studies in L2 teacher education. ELT Journal 54.4, 346–353.Google Scholar
Richards, J. C. (1990). The dilemma of teacher education in second language teaching. In Richards & Nunan (eds.), 3–15.Google Scholar
Richards, J. C. (2004). Towards reflective teaching. The Language Teacher 33, 2–5.Google Scholar
Richards, J. C. (2008). Second language teacher education today. RELC Journal 39.2, 158–177.Google Scholar
Richards, J. C. & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.Google Scholar
Richards, J. C. & Nunan, D. (eds.) (1990). Second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Roberts, J. (1998). Language teacher education. London: Edward Arnold.Google Scholar
Russell, T. (1997). Teaching teachers: How I teach IS the message. In Loughran, J. & Russell, T. (eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education. London: RoutledgeFalmer, 32–47.Google Scholar
Russell, T. & Loughran, J. (eds.) (2007). Enacting a pedagogy of teacher education: Values, relationships and practices. London: Routledge.Google Scholar
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. San Francisco, CA: Jossey-Bass.Google Scholar
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.Google Scholar
Seferoglu, G. (2004). A study of alternative teacher certification practices in Turkey. Journal of Education for Teaching 30.2, 151–159.Google Scholar
Seferoglu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher preparation programme in Turkey. Journal of Education for Teaching 32.4, 369–378.CrossRefGoogle Scholar
Seongja, J. (2008). English education and teacher education in South Korea. Journal of Education for Teaching 34.4, 371–381.Google Scholar
Shiga, M. (2008). Development of primary English education and teacher training in Korea. Journal of Education for Teaching 34.4, 383–396.Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15.2, 4–14.Google Scholar
Singh, G. & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal 37.2, 149–175.Google Scholar
Smith, J. (2001). Modelling the social construction of knowledge in ELT teacher education. ELT Journal 55.3, 221–227.Google Scholar
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education 20, 665–679.Google Scholar
Smith, K. & Sela, O. (2005). Action research as a bridge between pre-service teacher education and in-service professional development for students and teacher educators. European Journal of Teacher Education 28.3, 293–310.Google Scholar
Stein, P. (2004). Re-sourcing resources: Pedagogy, history and loss in a Johannesburg classroom. In Hawkins (ed.), 35–51.Google Scholar
Stoll, L. & Louis, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas. Milton Keynes: Open University Press.Google Scholar
Stuart, J., Akyeampong, K. & Croft, A. (2009). Issues in teacher education: A sourcebook for teacher educators. London: Macmillan.Google Scholar
Svalberg, A. M-L. (2007). Language awareness and language learning. Language Teaching 40.4, 287–308.Google Scholar
Szesztay, M. (2004). Teachers’ ways of knowing. ELT Journal, 58.2, 129–136.Google Scholar
Tan, B. T. (2006). Looking at teaching through multiple lenses. ELT Journal 60.3, 253–261.Google Scholar
Tanner, R., Longayroux, D., Beijaard, D. & Verloop, N. (2000). Piloting portfolios: Using portfolios in pre-service teacher education. ELT Journal 54.1, 20–30.Google Scholar
Thomas, H. & Wright, T. (1999). The role of facilitator training and the development of process competence. In Budd, R. (ed.), Triangle 15: Redesigning the language classroom. Paris: The British Council and ENS Editions, 51–84.Google Scholar
Thornbury, S. (1997). About language: Tasks for teachers of English. Cambridge: Cambridge University Press.Google Scholar
Tomas, Z., Farrelly, R. & Haslam, M. (2008). Designing and implementing the TESOL practicum abroad: Focus on interaction. TESOL Quarterly 42.4, 660–664.Google Scholar
Trappes-Lomax, H. & Ferguson, G. (eds.) (2002). Language in language teacher education. Amsterdam: John Benjamin.Google Scholar
Trappes-Lomax, H. & McGrath, I. (eds.) (1999). Theory in language teacher education. Harlow: Longman.Google Scholar
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge: Cambridge University Press.Google Scholar
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly 41.4, 657–680.Google Scholar
Tsui, A. B. M. & Law, D. Y. K. (2007). Learning as boundary-crossing in school–university partnership. Teaching and Teacher Education 23, 1289–1301.Google Scholar
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.Google Scholar
Vacilotto, S. & Cummings, R. (2007). Peer coaching in TEFL/TESL programmes. ELT Journal 61.2, 153–160.Google Scholar
Vale, D. & Fuenteun, A. (1995). Teaching children English: An activity-based training course. Cambridge: Cambridge University Press.Google Scholar
Vanci Osam, U. & Balbay, S. (2004). Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education 20.7, 745–758.Google Scholar
Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge: Cambridge University Press.Google Scholar
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.Google Scholar
Wallace, M. J. (1998). Action research for teachers. Cambridge: Cambridge University Press.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.Google Scholar
Wideen, M., Mayer-Smith, J. & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research 68.2, 130–178.Google Scholar
Williams, J. (2009). Beyond the practicum experience. ELT Journal 63.1, 68–77.Google Scholar
Williams, J., Shibanuma, A., Matsuzaki, Y., Kanayama, A. & Ito, A. (2008). Developing a ‘feedback cycle’ in teacher training: Local networking in English education at Keiwa College. Journal of Education for Teaching 34.4, 347–359.Google Scholar
Williams, J. & Watson, A. (2004). Post-lesson debriefing: Immediate or delayed? An investigation of student–teacher talk. Journal of Education for Teaching 30.2, 85–96.Google Scholar
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.Google Scholar
Woodward, T. (2003). Loop input. ELT Journal 57.3, 301–304.Google Scholar
Woodward, T. (2004). Ways of working with teachers: Principled recipes for the core tasks of teacher training. Broadstairs: TW Publications.Google Scholar
Wright, T. (2009). Towards a revised role for English language teacher education in the developing world. In Hussain, N., Ahmed, A. & Zafar, M. (eds.), English and empowerment in the developing world. Newcastle-upon-Tyne: Cambridge Scholars Publishing, 27–43.Google Scholar
Wright, T. & Bolitho, R. (2007). Trainer development. www.lulu.com.Google Scholar
Xu, S. & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in China. Teaching and Teacher Education 25, 219–227.Google Scholar
Zhan, S. (2008). Changes to a Chinese pre-service language teacher education program: Analysis, results and implications. Asia-Pacific Journal of Teacher Education 36.1, 53–70.Google Scholar