




已阅读5页,还剩13页未读, 继续免费阅读
版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
379篇国内外期刊文献(2000-2013)国外271篇:1. Abal, N. (2013). English Language Teachers use of, Competence in and Professional Development needs for Specific Classroom Activities. Procedia - Social and Behavioral Sciences 70: 181-187.2. Abednia, A. (2012). Teachers professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education 28(5): 706-717.3. Adair Breault, D. (2013). The challenges of scaling-up and sustaining professional development school partnerships. Teaching and Teacher Education 36: 92-100.4. Ahmad, A. and S. Khan (2011). Significance of language policy awareness in English language teaching. Procedia - Social and Behavioral Sciences 15: 1897-1900.5. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System 35(2): 192-207.6. Akbari, R., F. Behzadpoor, et al. (2010). Development of English language teaching reflection inventory. System 38(2): 211-227.7. Alemu, A. (2013). Professionalism And Professional Development Of Teachers In English Language Teaching: University Of Gondar In Focus. International Journal of Innovative Research and Development 2(9).8. Allen, H. W., & NegueruelaAzarola, E. (2010). “The professional development of future professors of foreign languages: Looking back, looking forward.” The Modern Language Journal, 94(3), 377-395.9. Allen, L. Q. (2000). Culture and the ethnographic interview in foreign language teacher development. Foreign Language Annals 33(1): 51-57.10. Allen, L. Q. (2010). “The impact of study abroad on the professional lives of world language teachers.” Foreign Language Annals, 43(1), 93-104.11. Allwright, D. (2010). Practitioner research. Language Teaching Research 14(2): 207-207.12. Altan, M. Z. (2012). “Pre-service EFL teachers beliefs about foreign language learning.” European Journal of Teacher Education, 35(4), 481-493.13. lvarez-Bernardo, G., J. R. Guijarro-Ojeda, et al. (2013). Innovating EFL Teacher Training in Spain: Post-Structuralist Approaches to Gender. Methodology: 6.14. Amiri, F. (2000). “IT-literacy for language teachers: should it include computer programming?” System, 28(1), 77-84.15. Anca, P. (2013). The Development of Multiple Skills for the Foreign Language Teacher of the XXIst Century Current Training Needs. Procedia - Social and Behavioral Sciences 76: 643-648.16. Antoniadou, V. (2011). “Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language.” Re CALL, 23(3), 233-251.17. Arnold, N., & Ducate, L. (2006). “Future foreign language teachers social and cognitive collaboration in an online environment.” Language Learning and Technology, 10(1), 42.18. Ates, B., & Eslami, Z. R. (2012). “An analysis of non-native English-speaking graduate teaching assistants online journal entries.” Language and Education, 26(6), 537-552.19. Azlan, N. M. N. I. and S. Narasuman (2013). The Role of Code-switching as a Communicative Tool in an ESL Teacher Education Classroom. Procedia - Social and Behavioral Sciences 90: 458-467.20. Bakker, M. E. J., E. C. Roelofs, et al. (2011). Video portfolios. Studies in Educational Evaluation 37(2-3): 123-133.21. Bakx, A., L. Baartman, et al. (2013). Development and evaluation of a summative assessment program for senior teacher competence. Studies In Educational Evaluation.22. Banegas, D., A. Pavese, et al. (2013). Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning. Educational Action Research 21(2): 185-201.23. Bannink, A. (2009). How to capture growth? Video narratives as an instrument for assessment in teacher education. Teaching and Teacher Education 25(2): 244-250.24. Barkhuizen, G. (2008). “A narrative approach to exploring context in language teaching.” ELT journal, 62(3), 231-239.25. Barkhuizen, G. and S. Borg (2010). Editorial: Researching language teacher education. Language Teaching Research 14(3): 237-240.26. Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher Education 19(7): 737-753.27. Bell, T. R. (2005). “Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study.” Foreign Language Annals, 38(2), 259-270.28. Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education 27(1): 3-9.29. Benson, P. (2010). “Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching.” Language Teaching Research, 14(3), 259-275.30. Biaku, R. . (2011). CLIL and Teacher Training. Procedia - Social and Behavioral Sciences 15: 3821-3825.31. Borg, S. (2006). “The distinctive characteristics of foreign language teachers.” Language Teaching Research, 10(1), 3-3132. Borg, S. (2011). The impact of in-service teacher education on language teachers beliefs. System 39(3): 370-380.33. Buczynski, S. and C. B. Hansen (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education 26(3): 599-607.34. Burden, P. (2008). ELT teacher views on the appropriateness for teacher development of end of semester student evaluation of teaching in a Japanese context. System 36(3): 478-491.35. Burgess, J., & Spencer, S. (2000). “Phonology and pronunciation in integrated language teaching and teacher education.” System, 28(2), 191-215.36. Burke, B. M. (2006). “Theory meets practice: A case study of pre-service world language teachers in US secondary schools.” Foreign Language Annals, 39(1), 148-166.37. Busch, D. (2010). “Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change.” Language Teaching Research, 14(3), 318-337.38. Bykyavuz, O. (2013). Professional Development for Turkish Teachers of English: Is it a must or Luxury? Procedia - Social and Behavioral Sciences 89: 363-367.39. Byrd, D. R., Hlas, A. C., Watzke, J., & Valencia, M. F. M. (2011). “An examination of culture knowledge: A study of L2 teachers and teacher educators beliefs and practices.” Foreign Language Annals, 44(1), 4-39.40. Cabaroglu, N. (2013). Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers. 3rd International Conference on Foreign Language Teaching and Applied Linguistics, IBU Publishing.41. Cabaroglu, N., & Roberts, J. (2000). “Development in student teachers pre-existing beliefs during a 1-year PGCE programme.” System, 28(3), 387-40242. alismasi, V., & Yeterl, K. (2010). Teacher efficacy scale: the study of validity and reliability and preservice Classroom teachers self efficacy beliefs. Journal of Theory and Practice in Education, 6(1), 68-85.43. Campus, B. (2013). A Critical Analysis of Foreign Language Pre-service Teacher Education in Turkey. Anthropologist 16(1-2): 319-324.44. Carless, D. (2013). Innovation in language teaching and learning. The Encyclopedia of Applied Linguistics.45. Cartaut, S. and S. Bertone (2009). Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory: Case study from a French university institute of teacher training. Teaching and Teacher Education 25(8): 1086-1094.46. Catelly, Y. M. (2011). The foreign language teachers roles in response to the knowledge society requirements. Procedia - Social and Behavioral Sciences 11: 127-131.47. elik, S., S. Bayraktar-epni, et al. (2013). The Need for Ongoing Professional Development: Perspectives of Turkish University-Level EFL Instructors. Procedia - Social and Behavioral Sciences 70: 1860-1871.48. Chacn, C. T. (2005). “Teachers perceived efficacy among English as a foreign language teachers in middle schools in Venezuela.” Teaching and Teacher Education, 21(3), 257-272.49. Chen, C. W. Y., & Cheng, Y. S. (2010). A case study on foreign English teachers challenges in Taiwanese elementary schools. System, 38(1): 41-49.50. Chen, W.C. (2012). Professional growth during cyber collaboration between pre-service and in-service teachers. Teaching and Teacher Education 28(2): 218-228.51. Chen, Y. L. (2008). “A mixed-method study of EFL teachers Internet use in language instruction.” Teaching and Teacher Education, 24(4), 1015-1028.52. Chen, Y. M. (2012). A Socio-Cultural Approach toward EFL Teacher Education in Taiwan.” Procedia-Social and Behavioral Sciences, 55, 435-444.53. Cheng, C. M. (2012). The influence of college EFL teachers understandings of intercultural competence on their self-reported pedagogical practices in Taiwan. English Teaching: Practice and Critique 11(1): 164-182.54. Chiang, M.-H. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education 24(5): 1270-1287.55. Ching, C. C. and A. W. Hursh (2014). Peer modeling and innovation adoption among teachers in online professional development. Computers & Education.56. Cisar, S. H. (2005). “Collaborative teacher research: Learning with students.” Foreign Language Annals, 38(1), 77-88.57. Conway, P. F. and C. M. Clark (2003). The journey inward and outward: a re-examination of Fullers concerns-based model of teacher development. Teaching and Teacher Education 19(5): 465-482.58. Cooper, T. C. (2004). “How foreign language teachers in Georgia evaluate their professional preparation: A call for action.” Foreign Language Annals, 37(1), 37-48.59. Cowie, N. (2011). “Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work.” Teaching and Teacher Education, 27(1), 235-242.60. Coxhead, A. and P. Byrd (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing 16(3): 129-147.61. Crookes, G. (2010). “Book review: Karen E. Johnson (2009). Second language teacher education: A socio-cultural perspective.” New York: Routledge. Language Teaching Research, 14(3), 338-341.62. Cullen, R. (2001). “The use of lesson transcripts for developing teachers classroom language.” System, 29(1), 27-43.63. Cvetek, S. (2008). “Applying chaos theory to lesson planning and delivery.” European Journal of Teacher Education, 31(3), 247-256.64. Daloglu, A. (2004). A professional development program for primary school English language teachers in Turkey: designing a materials bank. International Journal of Educational Development 24(6): 677-690.65. Dang, T. K. A., H. T. M. Nguyen, et al. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: an example from Vietnam. Current Issues in Language Planning(ahead-of-print): 1-21.66. De Ea, M. T. T. P. (2005). “Using portfolios for external assessment: An experiment in Portugal.” International Journal of Art & Design Education, 24(2), 209-218.67. Debreli, E. (2011). Use of diaries to investigate and track pre-service teachers beliefs about teaching and learning English as a foreign language throughout a pre-service training program. Procedia - Social and Behavioral Sciences 15: 60-65.68. Debreli, E. (2012). “Change in Beliefs of Pre-service Teachers about Teaching and Learning English as a Foreign Language throughout an Undergraduate Pre-service Teacher Training Program.” Procedia-Social and Behavioral Sciences, 46, 367-373.69. DeJaeghere, J. G. and Y. Cao (2009). Developing U.S. teachers intercultural competence: Does professional development matter? International Journal of Intercultural Relations 33(5): 437-447.70. Dellinger, A. B., J. J. Bobbett, et al. (2008). Measuring teachers self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education 24(3): 751-766.71. Demirbulak, D. (2011). Training English language student teachers to become teacher- researchers. Procedia - Social and Behavioral Sciences 30: 491-496.72. Diaz-Maggioli, G. H. (2003). “Professional development for language teachers.” ERIC Digest, 03-03.73. Drewelow, I. (2013). Exploring graduate teaching assistants perspectives on their roles in a foreign language hybrid course. System 41(4): 1006-1022.74. Egel, İ. P. (2009). The prospective English language teachers reflections of self efficacy. Procedia - Social and Behavioral Sciences 1(1): 1561-1567.75. Er, M., S. lg, et al. (2013). The Journey of ELT Teachers from Apprenticeship to Mastery. Procedia - Social and Behavioral Sciences 70: 41-51.76. Eren, A. (2012). Prospective teachers future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education 28:111-123.77. Erkmen, B. (2012). “Ways to Uncover Teachers Beliefs.” Procedia-Social and Behavioral Sciences, 47, 141-146.78. Evans, M. and E. Esch (2013). The elusive boundaries of second language teacher professional development. The Language Learning Journal 41(2): 137-141.79. Fareh, S. and A. T. Saeed (2011). The teacher as researcher in the context of language teaching. Procedia - Social and Behavioral Sciences 15: 153-159.80. Farrell, T. S. C. (2003). Learning to teach English language during the first year: personal influences and challenges. Teaching and Teacher Education 19(1): 95-111.81. Farrell, T. S. C. (2006). The first year of language teaching: Imposing order. System 34(2): 211-221.82. Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System 39(1): 54-62.83. Farrell, T. S. C. (2012). Novice-Service Language Teacher Development: Bridging the Gap between Pre-service and In-Service Education and Development. TESOL Quarterly 26(3):435-449.84. Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System 41(4): 1070-1082.85. Feng, Y. (2012). Teacher career motivation and professional development in special and inclusive education: perspectives from Chinese teachers. International Journal of Inclusive Education 16(3): 331-351.86. Feryok, A. (2008). An Armenian English language teachers practical theory of communicative language teaching. System 36(2): 227-240.87. Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research 13(3): 279-299.88. Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System 38(2): 272-279.89. Feryok, A. (2013). Multidimensional language performance in training teachers for secondary content instruction through English. System 41(1): 15-24.90. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching 35(01).91. Gebhard, M., I. A. Chen, et al. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing 22(2): 107-124.92. Gebhard, M., J. Demers, et al. (2008). Teachers as critical text analysts: L2 literacies and teachers work in the context of high-stakes school reform. Journal of Second Language Writing 17(4): 274-291.93. Geyer, N. (2008). “Reflective practices in foreign language teacher education: a view through micro and macro windows.” Foreign Language Annals, 41(4), 627-638.94. Gieler, R. (2012). “Teacher language awareness and cognitive linguistics (CL): building a CL-inspired perspective on teaching lexis in EFL student teachers.” Language Awareness, 21(1-2), 113-135.95. Gleeson, M. & Tait, C. (2012). “Teachers as sojourners: Transitory communities in short study-abroad programmes.” Teaching and Teacher Education 28:1144-1151.96. Glenwright, P. (2002). Language proficiency assessment for teachers: The effects of benchmarking on writing assessment in Hong Kong schools. Assessing Writing 8(2): 84-109.97. Gbel, K. and A. Helmke (2010). Intercultural learning in English as foreign language instruction: The importance of teachers intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education 26(8): 1571-1582.98. Goff-Kfouri, C. A. (2013). Pre-service Teachers and Teacher Education. Procedia - Social and Behavioral Sciences 93: 1786-1790.99. Goh, C. C. (2013). GLOBALIZATION AND TEACHER DEVELOPMENT FOR SPOKEN ENGLISH INSTRUCTION. Indonesian Journal of Applied Linguistics (IJAL) 3(1): 29-38.100. Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System 34(2): 239-254.101. Goldschmidt, P. and G. Phelps (2010). Does teacher professional development affect content and pedagogical knowledge: How much and for how long? Economics of Education Review 29(3): 432-439.102. Golombek, P. and K. Johnson (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second-language teachers development. Teachers and Teaching: Theory and Practice 10(3): 307-327.103. Golombek, P. and S. R. Jordan (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly 39(3): 513-533. 104. Gu, M. M. (2013). From pre-service to in-service teachers: a longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies(ahead-of-print): 1-19.105. Gu, Q. (2005). The perception gap in cross-cultural training: an investigation of British Council English language teaching projects in China. International Journal of Educational Development 25(3): 287-304.106. Guichon,
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 2024年环境监测信息化技术应用考核试卷
- 岗位变更合同(标准版)
- 内蒙古统一招聘城镇社区工作者考试真题2024
- 江苏省商务厅直属事业单位招聘考试真题2025
- 服务进度方案服务控制措施方案
- 2025建筑施工企业安管人员考试(专职安全生产管理人员C1机械类)冲刺试题及答案
- 难点解析人教版八年级物理上册第5章透镜及其应用同步练习试题(含答案及解析)
- 考点攻克人教版八年级物理上册第5章透镜及其应用-透镜专项测试试卷(含答案详解)
- 服务质量保证及措施方案
- 难点解析人教版八年级物理上册第4章光现象专项测试试卷(解析版含答案)
- 公司员工反腐倡廉管理制度
- 如愿音乐课件
- 华为fgOTN(细颗粒光传送网)技术白皮书
- 金融营销-试题及答案
- 人教版英语2024七年级上册全册单元知识清单(背诵版)
- 第4课 化解冲突有办法 (教学设计)-苏教版心理健康四年级上册
- SBT 11215-2018 商品交易市场建设与经营管理术语
- 2024春苏教版《亮点给力大试卷》 数学四年级下册(全册有答案)
- GB/T 35594-2023医药包装用纸和纸板
- 2021变电站端子箱
- 职业健康安全管理手册+程序文件(ISO45001-2018)
评论
0/150
提交评论