04–225 Burley, Suzanne, and Pomphrey, Cathy (London Metropolitan U., UK). Intercomprehension in language teacher education: a dialogue between English and Modern Languages. Language Awareness. (Clevedon, UK), 12, 3&4 (2003), 247–55.
04–226 Cooper, Thomas C. (U. of Georgia, USA). How foreign language teachers in Georgia evaluate their professional preparation: a call to action. Foreign Language Annals (New York, USA), 37, 1 (2004) 37–48.
04–227 Cruickshank, Ken, Newell, Sandra (Sydney U., Australia; Email: email@example.com) and Cole, Stephanie. Meeting English language needs in teacher education: a flexible support model for non-English speaking background students. Asia-Pacific Journal of Teacher Education (Bunbury, Australia), 31, 3 (2003), 239–48.
04–228 Doecke, Brenton (Deakin University, Australia). Locke, Terry and Petrosky, Anthony. Explaining ourselves (to ourselves): English teachers, professional identity and change. English in Australia (Norwood, Australia), 139 (2004), 103–12.
04–229 Ebsworth, M. (New York U., USA). Feknous, B., Loyet, D., and Zimmerman, S. Tape it yourself: videotapes for teacher education. ELT Journal (Oxford, UK), 58, 2 (2004), 145–54.
04–230 Hart, Juliet E. (College of William and Mary, USA) and Lee, Okhee. Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 475–501.
04–231 Jewett, P. and Smith, K. (Arizona State U., USA). Becoming critical: moving toward a critical literacy pedagogy – an argument for critical literacy. Action in Teacher Education (Reston, Virginia, USA), 25, 3 (2003), 69–77.
04–232 Johnston, Marilyn, Bendau, Shirley, Covert, Julia, Christenson, Mary, Dyer, Jennifer, Risko, Georgene and Slutsky, Ruslan (Ohio State U., USA). Conducting action research while teaching about it. Action in Teacher Education (Reston, Virginia, USA), 25, 2 (2003), 9–15.
04–233 Kamler, Barbara (Deakin University, Australia) and Comber, Barbara. The new English teacher: redesigning pedagogies. English in Australia (Norwood, Australia), 139 (2004), 131–42.
04–234 Locke, Terry (University of Waikato, New Zealand). Reshaping classical professionalism in the aftermath of neo-liberal reform. English in Australia (Norwood, Australia), 139 (2004), 113–21.
04–235 Reeves, J. (Auburn University, USA). ‘Like everybody else’: equalizing educational opportunity for English language learners. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 43–66.
04–236 Szesztay, M. (Eötvös Loránd U., Hungary). Teachers' ways of knowing. ELT Journal (Oxford, UK), 58, 2 (2004), 129–36.
04–237 Tardy, C. (Purdue University, USA) and Snyder, B. ‘That's why I do it’: flow and EFL teachers' practices. ELT Journal (Oxford, UK), 58, 2 (2004), 118–28.
04–238 Wanae, Gertrude M. and Kang'ethe-Kamau, Rachel W. (Kenyatta University, Kenya; Email: firstname.lastname@example.org). The concept of inclusive education: teacher training and acquisition of English language in the hearing impaired. British Journal of Special Education (Oxford, UK), 31, 1 (2004), 33–40.