教师发展379篇国内外期刊文献 - 副本.doc

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,