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Professional Development for Language Teachers
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  • Cited by 123
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Nemtchinova, Ekaterina Katya 2018. The TESOL Encyclopedia of English Language Teaching. p. 1.

    Chien, Chin-Wen 2018. Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice. Education 3-13, Vol. 46, Issue. 1, p. 1.


    Aguirre Garzón, Edgar Augusto 2018. Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry. Profile: Issues in Teachers´ Professional Development, Vol. 20, Issue. 1, p. 73.


    Viáfara, John Jairo and Largo, José David 2018. Colombian English Teachers’ Professional Development: The Case of Master Programs. Profile: Issues in Teachers´ Professional Development, Vol. 20, Issue. 1, p. 103.


    Widodo, Handoyo Puji 2018. The TESOL Encyclopedia of English Language Teaching. p. 1.

    Hino, Nobuyuki 2018. Towards Post-Native-Speakerism. p. 217.

    Barahona, Malba 2018. The TESOL Encyclopedia of English Language Teaching. p. 1.

    Garson, Kyra 2018. The TESOL Encyclopedia of English Language Teaching. p. 1.

    Doğançay-Aktuna, Seran and Hardman, Joel 2018. The TESOL Encyclopedia of English Language Teaching. p. 1.

    Jiang, Yuhong 2017. A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. p. 1.

    Rahmani Doqaruni, Vahid 2017. Communication strategies in experienced vs. inexperienced teachers' talk: a sign of transformation in teacher cognition. Innovation in Language Learning and Teaching, Vol. 11, Issue. 1, p. 17.


    Gallardo, Matilde Heiser, Sarah and Arias McLaughlin, Ximena 2017. Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices. The Language Learning Journal, Vol. 45, Issue. 4, p. 518.


    Trent, John 2017. Discourse, agency and teacher attrition: exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, Vol. 32, Issue. 1, p. 84.


    Tonna, Michelle Attard Bjerkholt, Eva and Holland, Eimear 2017. Teacher mentoring and the reflective practitioner approach. International Journal of Mentoring and Coaching in Education, Vol. 6, Issue. 3, p. 210.


    Jiang, Yuhong 2017. A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. p. 43.

    Djoub, Zineb 2017. Educational Leadership and Administration. p. 1590.

    Burri, Michael Chen, Honglin and Baker, Amanda 2017. Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. The Modern Language Journal, Vol. 101, Issue. 1, p. 128.


    Trent, John 2017. English Medium Instruction in Higher Education in Asia-Pacific. Vol. 21, Issue. , p. 219.

    Tavil, Zekiye Müge and Güngör, Müzeyyen Nazlı 2017. A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society, Vol. 25, Issue. 2, p. 263.


    Uztosun, Mehmet Sercan 2017. In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, p. 1.


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    Professional Development for Language Teachers
    • Online ISBN: 9780511667237
    • Book DOI: https://doi.org/10.1017/CBO9780511667237
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Book description

This much-needed text provides a coherent and strategic approach to teacher developmentTeacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroomobservation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

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