The International Research Foundation
for English Language Education
LANGUAGE TEACHER EDUCATION: SELECTED REFERENCES
(Last updated 26 December2017)
Abrahams, M. J., & Ríos, P. S. (2017). What happens with English in Chile? Challenges in teacher preparation. In L. D. Kamhi-Stein, G. Díaz Maggioli, & L. C. de Oliveira (Eds.), English language teaching in South America: Policy, preparation and practices (pp. 109-122). Bristol, UK: Multilingual Matters.
Ahrens, P., & Ghodiwala, A. (1987). The use of radio in an in-service teacher-training project. ELT Journal, 41(3), 185-192.
Alatis, J. E. (1974). Towards a LAPSE theory of teacher preparation in English as a second language. ELT Journal,29(1), 8-18.
Al-Seghayer, K. (2014). The actuality, inefficiency, and needs of EFL teacher-preparation programs in Saudi Arabia. International Journal of Applied Linguistics & English Literature, 3(1), 143-151.
Ambrosio, A. L., Seguin, C. A., Hogan, E. L., & Miller, M. (2001). Assessing performance-based outcomes of multicultural lesson plans: A component within a comprehensive teacher education assessment design. Multicultural Perspectives, 3(1), 15-22.
Anderson, G. T. (2005). Innovations in early childhood teacher education: Reflections on practice. Theorists in a teacher education classroom. Journal of Early Childhood Teacher Education,26, 91-95.
Anderson, L. W. (Ed.). (1995). International encyclopedia of teaching and teacher education (2nd. ed.). New York, NY: Pergamon.
Angeli, C., & Valanides, N. (2005). ICT-related pedagogical content knowledge: A model for teacher preparation. Technology and Teacher Education Annual, 5, 3030-37.
Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81(1), 15–27.
Assalahi, H. M. (2013). Why is the grammar-translation method still alive in the Arab world? Teachers' beliefs and its implications for EFL teacher education. Theory and Practice in Language Studies, 3(4), 589-599.
Atkinson, D. (2008). The teaching practicum in Thailand: Three perspectives. TESOL Quarterly, 42(4), 655-664.
Au, K. H., & Blake, K. M. (2003). Cultural identity and learning to teach in a diverse community: Findings from a collective case study. Journal of Teacher Education, 54(3), 192-205.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3–14.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Researching the use of coteaching in the student teaching experience. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts: Research and practice (pp. 35–52). Dordrecht: Springer.
Baecher, L. (2012). Feedback from the field: What novice preK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
Bailey, F. (1996). The role of collaborative dialogue in teacher education. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 260-280). Cambridge, UK: Cambridge University Press.
Bailey, F., Hawkins, M., Irujo, S., Larsen-Freeman, D., Rintell, E., & Willett, J. (1998). Language teacher educators collaborative conversations. TESOL Quarterly, 32(3), 536-545.
Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge, UK: Cambridge University Press.
Bailey, K. M. (2009). Language teacher supervision. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 269-278). Cambridge, UK: Cambridge University Press.
Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Fleishman, N., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. (1996). The language learner’s autobiography: Examining “apprenticeship of observation.” In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge, UK: Cambridge University Press.
Bailey, K. M., Curtis, A., & Nunan, D. (1998). Undeniable insights: The collaborative use of three professional development practices. TESOL Quarterly, 32(3), 546-555.
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Barkhuizen, G. (2009). An extended positioning analysis of a pre-service teacher’s better life small story. Applied Linguistics, 31(2), 282-300.
Barkhuizen, G., & Borg, S. (2010). Researching language teacher education. Language Teaching Research. (14)3, 237-240.
Bartels, N. (Ed.) (2005). Applied linguistics and language teacher education. Dordrecht, The Netherlands: Kluwer.
Bartels, N. (2005). Researching applied linguistics in language teacher education. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 1-26). New York, NY: Springer.
Bartels, N. (2009). Knowledge about language. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 125-134). Cambridge, UK: Cambridge University Press.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge, UK: Cambridge University Press.
Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 3-18). Bristol, UK: Multilingual Matters.
Beaven, B., & Borg, S. (2003) The role of research in teacher education. Whitstable, Kent: IATEFL.
Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany, NY: State University of New York Press.
Bell, J. S. (1997). Shifting frames, shifting stories. In C. P. Casanave & S. R. Schecter (Eds.), On becoming a language educator: Personal essays on professional development (pp. 133-143). Mahwah, NJ: Lawrence Erlbaum Associates.
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259-276.
Berry, R. (1990). The role of language improvement in in-service teacher training: Killing two birds with one stone. System,18(1), 97-105.
Bigelow, M. (2010). “If you can speak in time, you’re fine”: Preservice teachers learning to plan for a focus on form in content-based instruction. In M. C. Varel, F. J. F. Polo, L. G. García, & I. M. P. Martínez (Eds.), Current Issues in English language teaching and learning. An international perspective (pp. 3-24). Newcastle upon Tyne: Cambridge Scholars Publishing.
Bigelow, M., & Tedick, D., (2005). Combining foreign and second language teacher education: Rewards and challenges. In D. Tedick (Ed.), Second language teacher education (pp. 295-312). Mahwah, NJ: Erlbaum.
Bloomfield, D. (2000). Voices on the web: Student teachers negotiating identity. Pacific Journal of Teacher Education,28(3), 199-213.
Bodrova, E., & Leong, D. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Prentice-Hall.
Borg, M. (2005). A case study of the development in pedagogic thinking of a pre-service teacher.
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Borg, S. (1994). Planning training sessions. The Teacher Trainer. 8(1), 20-22.
Borg, S. (1994). Language awareness as methodology: Implications for teaching and teacher education. Language Awareness. 4(1), 1-11.
Borg, S. (1995). Conflict in process-oriented teacher training. The Teacher Trainer. 9(1), 15-17.
Borg, S. (1998). The good teacher trainer. The Teacher Trainer, (12)2, 7-10.
Borg, S. (2009). Language teacher cognition. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). Cambridge, UK: Cambridge University Press.
Borg, S. (2011). Language teacher education. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 215-228). London, UK: Routledge.
Borg, S. (2015). Researching language teacher education. In Paltridge, B., & Phakiti, A. (Eds.), Research methods in applied linguistic: A practical approach (pp. 541-560). New York, NY: Bloomsbury Academic.
Borg, S., & Albery, D. (2015). Good practice in INSET: An analysis of the DELTA. In R. Wilson & M. Poulter (Eds.), Assessing language teachers' professional skills and knowledge (pp. 37-61). Cambridge, UK: Cambridge English Language Assessment.
Bowman, N. (1979). College supervision of student teaching. Journal of Teacher Education, 30(3), 29-30.
Bowers, R. (1987). Developing perceptions of the classroom: Observation and evaluation, training, and counselling. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training (pp. 138-157). London, UK: Modern English Publications in association with The British Council.
Bowers, R. (1987). Language teacher education: An integrated approach. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training (pp. 3-9). London, UK: Modern English Publications in association with The British Council.
Bowers, R. (1987). Language teacher education: An integrated programme for EFL teacher training. London, UK: Modern English Publications in association with The British Council.
Breidbach, S., Elsner, D., & Young, A. (Eds.). (2011). Language awareness in teacher education: Cultural-political and social-educational perspectives. New York, NY: Peter Lang.
Britten, D. (1985). Teacher training in ELT. Language Teaching, 18, 112-128.
Britten, D. (1988). Three stages in teacher training. ELT Journal, 42(1), 3-8.
Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: SUNY.
Brooks, F.B., & Darhower, M.A. (2014). It takes a department! A study of the culture of proficiency in three successful foreign language teacher education programs. Foreign Language Annals, 47(4), 592-613.
Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599-621.
Brown, H. D. (1981). TESOL in a changing world: The challenge of teacher education. In M. Hines & W. Rutherford (Eds.), TESOL ’81 (pp. 47-57). Washington, D.C.: TESOL.
Brown, J., & Miller, J. (2006). Dilemmas of identity in teacher education: Reflections on one pre-service ESL teacher cohort. TESOL in Context, 16, 118–128.
Brown, S., & McIntyre, D. (1986). How do teachers think about their craft? In M. Ben-Peretz, R. Bromme, & R. Halkes (Eds.), Advances of Research on Teacher Education (pp. 36-44). Lissa: Swets and Zeitlinger.
Brown, R. W. (1990). The place of beliefs and of concept formation in a language teacher training theory. System, 18(1), 85-96.
Brumfit, C., & Rossner, R. (1982). The ‘decision’ pyramid and teacher training for ELT. ELT Journal, 36(4), 226-231.
Brumfit, C. (1983). Creating coherence in ELT teacher-training. In R. R. Jordan (Ed.), Case studies in ELT (pp. 202-209). London, UK: Collins ELT.
Bruner, J. (1986). Actual minds, possible worlds. Englewood Cliffs, NJ: Prentice Hall Regents.
Bullough, R. V. (1992). Beginning teacher curriculum decision making, personal teaching metaphors, and teacher education. Teaching and Teacher Education, 8(3),239-252.
Bullough, R. V. (2011). Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27, 21-28.
Burke, B. M. (2006). Theory meets practice: A case study of preservice world language teachers in U.S. secondary schools. Foreign Language Annals, 39(1), 148–166.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 154-177). Cambridge, UK: Cambridge University Press.
Burns, A. (2009). Action research in second language teacher education. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). Cambridge, UK: Cambridge University Press.
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Burton, J. (2009). Reflective practice. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 298-307). Cambridge, UK: Cambridge University Press.
Byrnes, H. (2005). Toward a comprehensive conceptualization of teaching assistant education: Contents, commitments, structures. In D. Tedick (Ed.), Second language teacher education (pp. 135-156). Mahwah, NJ: Erlbaum.
Cabrera, M. P. M. (2014). Textbook use training in EFL teacher education. Utrecht Studies in Language and Communication, 27, 267–286. Retrieved from textbook-use-training-efl-teacher-education
Cabrita, E. M., Mealha, I. F., & Queiroz de Barros, R. (2014). Challenges facing pre-service ESP teacher education: Legal and medical English. In J. de Dios Martínez Agudo (Ed.), English as a foreign language teacher education: Current perspectives and challenges (pp. 339-357). New York, NY: Rodopi.
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5, 43-51.
Cameron, M., & Baker, R. (2004). Research on initial teacher education in New Zealand: Literature review and annotated bibliography. Wellington, New Zealand: Ministry of Education and New Zealand Council for Educational Research.
Carter, C., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T.J. Buttery, & E. Guyton. (Eds.), Handbook of research on teacher education (2nd ed., pp. 120-142). New York: Macmillan.
Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York, NY: Macmillan
Casanave, C. P. (1997). Body-mergings: Searching for connections with academic discourse. In C. P. Casanave & S. R. Schecter (Eds.), On becoming a language educator: Personal essays on professional development (pp.187-199). Mahwah, NJ: Lawrence Erlbaum.
Chamberlin-Quinlisk, C.R. (2010). Cooperative learning as method and model in second language teacher education. Intercultural Education, 21, 243-255.
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Cheng, L., Myles, J., & Wang, H. (2004). Understanding the challenges new immigrants have in their teaching practicum: Perceptions of associate teachers. In D. Zinga (Ed.), Perspectives on multiculturalism (pp. 101-110). St. Catharine, Ontario: Brock University.
Cheng, X. (2013). Cultivating expertise in materials design in pre-service English teacher education. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 99-113). London, UK: British Council.
Chiang, M. H. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education, 24(5), 1270–1287. doi:10.1016/j.tate.2007.05.004
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