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Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class

Linguistics and education, 2023-02, Vol.73, p.101138, Article 101138

Sang, Yuan

2023

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Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China

System (Linköping), 2024-10, Vol.125, p.103434, Article 103434

2024

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Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English

Teaching and teacher education, 2017-02, Vol.62, p.1-9

2017

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Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam

Teaching and teacher education, 2020-11, Vol.96, p.103183, Article 103183

Nguyen, Hang Thi Thu

2020

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Teaching writing teachers about assessment

Journal of second language writing, 2007-09, Vol.16 (3), p.194-209

Weigle, Sara Cushing

2007

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Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course

Procedia, social and behavioral sciences, 2014-08, Vol.141, p.45-58

Öz, Hüseyin

2014

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Developing a capacity to make “English for Everyone” worthwhile: Reconsidering outcomes and how to start achieving them

International journal of educational development, 2008-11, Vol.28 (6), p.628-639

Wedell, Martin

2008

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Reading pedagogy-as-text: Exploring gendered discourses as canonical in an English classroom

Linguistics and education, 2016-09, Vol.35, p.15-25

Macaluso, Michael

2016

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Learning to teach English language during the first year: personal influences and challenges

Teaching and teacher education, 2003, Vol.19 (1), p.95-111

Farrell, Thomas S.C

2003

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Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program

Teaching and teacher education, 1997, Vol.13 (5), p.513-527

Graham, Peg

1997

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Training English language student teachers to become teacher- researchers

Procedia, social and behavioral sciences, 2011, Vol.30, p.491-496

Demirbulak, Dilara

2011

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Overcoming the apprenticeship of observation in teacher education coursework

Teaching and teacher education, 1991, Vol.7 (4), p.345-357

Grossman, Pamela L.

1991

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Merging regular and special education teacher preparation programs: The integrated special education-english project (ISEP)

Teaching and teacher education, 1991, Vol.7 (1), p.19-23

Miller, Darcy E.

1991

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Boredom in online classes in the Iranian EFL context: Sources and solutions

System (Linköping), 2021-10, Vol.101, p.102556, Article 102556

2021

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Exploring EFL teacher resilience in the Chinese context

System (Linköping), 2022-04, Vol.105, p.102752, Article 102752

2022

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In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools

Child abuse & neglect, 2020-12, Vol.110 (Pt 3), p.104437-104437, Article 104437

2020

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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language

System (Linköping), 2021-02, Vol.96, p.102422, Article 102422

2021

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The impact of a professional development program on EFL teachers’ beliefs about corrective feedback

System (Linköping), 2021-02, Vol.96, p.102405, Article 102405

2021

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Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making

System (Linköping), 2018-12, Vol.79, p.60-69

Benesch, Sarah

2018

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Language teachers’ attitudes towards English in a multilingual setting

System (Linköping), 2021-08, Vol.100, p.102558, Article 102558

Zhunussova, Gulnissa

2021

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Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs

System (Linköping), 2018-12, Vol.79, p.49-59

2018

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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?

System (Linköping), 2019-06, Vol.82, p.13-25

2019

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Professional development of secondary school EFL teachers: Voices from Indonesia

System (Linköping), 2019-10, Vol.85, p.102111, Article 102111

2019

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Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

Teaching and teacher education, 2012-07, Vol.28 (5), p.706-717

Abednia, Arman

2012

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Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers

Teaching and teacher education, 2015-01, Vol.45, p.94-103

Kayi-Aydar, Hayriye

2015

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Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class

Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China

Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English

Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam

Teaching writing teachers about assessment

Pre-service English Teachers’ Perceptions of Web-based Assessment in a Pedagogical Content Knowledge Course

Developing a capacity to make “English for Everyone” worthwhile: Reconsidering outcomes and how to start achieving them

Reading pedagogy-as-text: Exploring gendered discourses as canonical in an English classroom

Learning to teach English language during the first year: personal influences and challenges

Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program

Training English language student teachers to become teacher- researchers

Overcoming the apprenticeship of observation in teacher education coursework

Merging regular and special education teacher preparation programs: The integrated special education-english project (ISEP)

Boredom in online classes in the Iranian EFL context: Sources and solutions

Exploring EFL teacher resilience in the Chinese context

In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools

Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language

The impact of a professional development program on EFL teachers’ beliefs about corrective feedback

Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making

Language teachers’ attitudes towards English in a multilingual setting

Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs

How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?

Professional development of secondary school EFL teachers: Voices from Indonesia

Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran

Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers

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