Article published in:
Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 7189
References

References

Abednia, A.
(2012) Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706–717. CrossrefGoogle Scholar
Akbari, R., & Tajik, L.
(2012) Second-language teachers’ moral knowledge base: A comparison between experienced and less experienced, male and female practitioners. Journal of Moral Education, 41, 39–59. CrossrefGoogle Scholar
Arnold, J.
(1999) Visualization: Language learning with the mind’s eye. In J. Arnold (Ed.), Affect in language learning (pp. 260–278). Cambridge: Cambridge University Press.Google Scholar
Assor, A., Kaplan, H., Feinberg, O., & Tal, K.
(2009) Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7, 234–243. CrossrefGoogle Scholar
Basturkmen, H.
(2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282–295. CrossrefGoogle Scholar
Bodur, Y.
(2012) Impact of course and fieldwork on multicultural beliefs and attitudes. The Education Forum, 76, 41–56. CrossrefGoogle Scholar
Borg, S.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. CrossrefGoogle Scholar
(2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370–380. CrossrefGoogle Scholar
Borrero, N.
(2011) Entering teaching for and with love: Visions of pre-service urban teachers. Journal of Urban Learning, Teaching, and Research, 7, 18–26.Google Scholar
Breen, M.P., Hird, B., Milton, M., Oliver, R., & Thwaite, A.
(2001) Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22, 470–501. CrossrefGoogle Scholar
Casbon, C.H., Shagoury, R., & Smith, G.A.
(2005) Rediscovering the call to teach: A new vision for professional and personal development. Language Arts, 82, 359–366.Google Scholar
Crookes, G.
(1997) SLA and language pedagogy. Studies in Second Language Acquisition, 19, 93–116. CrossrefGoogle Scholar
(2009) Values, philosophies, and beliefs in TESOL: Making a statement. Cambridge: Cambridge University Press.Google Scholar
(2010) The practicality and relevance of second language critical pedagogy. Language Teaching, 43, 333–348. CrossrefGoogle Scholar
Doiz, A., Lasagabaster, D., & Sierra, J.M.
(2011) Internationalisation, multilingualism and English-medium instruction. World Englishes, 30, 345–359. CrossrefGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Dörnyei, Z., & Kubanyiova, M.
(2014) Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z., & Ushioda, E.
(Eds.) (2009) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.Google Scholar
Dowrick, P.W.
(2012) Self modeling: Expanding the theories of learning. Psychology in Schools, 49, 30–41. CrossrefGoogle Scholar
Efstathia, P.
(2008) Voices from the Greek community schools: Bilingual pedagogy and teachers’ theories. Innovation in Language Learning and Teaching, 2, 189–205. CrossrefGoogle Scholar
Ellis, R.
(2010) Second language acquisition, teacher education and language pedagogy. Language Teaching, 43, 182–201. CrossrefGoogle Scholar
Farrell, T.S.C.
(2011) Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39, 54–62. CrossrefGoogle Scholar
(2014) Reflective practice in ESL teacher development groups: From practices to principles. Basingstoke: Palgrave Macmillan.Google Scholar
Feryok, A., & Pryde, M.
(2012) Images as orienting activity: Using theory to inform classroom practices. Teachers and Teaching: theory and practice, 18, 441–454. CrossrefGoogle Scholar
Fettes, M.
(2005) Imaginative transformation in teacher education. Teaching Education, 16, 3–11. CrossrefGoogle Scholar
Fletcher, S.
(2000) A role for imagery in mentoring. Career Development International, 5, 235–243. CrossrefGoogle Scholar
Freeman, D.
(1991) ‘To make the tacit explicit’: Teacher education emerging discourse, and conceptions of teaching. Teaching and Teacher Education, 7, 439–454. CrossrefGoogle Scholar
Gao, F.
(2012) Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong. Teachers and Teaching: theory and practice, 18, 89–99. CrossrefGoogle Scholar
Golombek, P.R.
(1998) A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447–464. CrossrefGoogle Scholar
(2009) Personal practical knowledge in L2 teacher education. In A. Burns & J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 155–162). Cambridge: Cambridge University Press.Google Scholar
Golombek, P.R., & Johnson, K.E.
(2004) Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and practice, 10, 307–327. CrossrefGoogle Scholar
Goodman, J.
(1988) Constructing a practical philosophy of teaching: A study of pre-service teachers’ professional perspectives. Teaching and Teacher Education, 4, 121–137. CrossrefGoogle Scholar
Grossman, P.
(2008) Responding to our critics: From crisis to opportunity in research on teacher education. Journal of Teacher Education, 59, 10–23. CrossrefGoogle Scholar
Hadfield, J., & Dörnyei, Z.
(2013) Motivating learning. Harlow: Pearson.Google Scholar
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R.
(2010) Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26, 1349–1361. CrossrefGoogle Scholar
Hammerness, K.
(2003) Learning to hope, or hoping to learn? The role of vision in the early professional lives of teachers. Journal of Teacher Education, 54, 43–56. CrossrefGoogle Scholar
(2006) Seeing through teachers’ eyes: Professional ideals and classroom practices. New York, NY: Teachers College Press.Google Scholar
Henry, A.
(2010) Contexts of possibility in simultaneous language learning: Using the L2 Motivational Self System to assess the impact of global English. Journal of Multilingual and Multicultural Development, 31, 149–162. CrossrefGoogle Scholar
Hiver, P.V.
(2013) The interplay of possible language teacher selves in professional development choices. Language Teaching Research, 17, 210–227. CrossrefGoogle Scholar
Horn, I.S., Nolen, S.B., Ward, C., & Campbell, S.S.
(2008) Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35, 61–72.Google Scholar
Johnson, K.E.
(1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10, 439–452. CrossrefGoogle Scholar
Johnston, B.
(2003) Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Kanno, Y., & Stuart, C.
(2011) The development of L2 teacher identity: Longitudinal case studies. The Modern Language Journal, 95, 236–252. CrossrefGoogle Scholar
Kennedy, M.M.
(2006) Knowledge and vision in teaching. Journal of Teacher Education, 57, 205–211. CrossrefGoogle Scholar
Kubanyiova, M.
(2006) Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ. Special Issue: Language Education Research in International Contexts, 10, 1–17. Retrieved from <http://​www​.tesl​-ej​.org​/ej38​/a5​.pdf>Google Scholar
(2009) Possible selves in language teacher development. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp. 314–332). Bristol: Multilingual Matters.Google Scholar
(2012) Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.Google Scholar
(2013) Towards understanding the role of faith in the development of language teachers’ identities: A modest proposal for extending the research agenda. In M.S. Wong, C. Kristjánsson, & Z. Dörnyei (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 85–92). New York, NY: Routledge.Google Scholar
Kumazawa, M.
(2013) Gaps too large: Four novice EFL teachers’ self-concept and motivation. Teaching and Teacher Education, 33, 45–55. CrossrefGoogle Scholar
Lamie, J.M.
(2004) Presenting a model of change. Language Teaching Research, 8, 115–142. CrossrefGoogle Scholar
Lasagabaster, D., & Sierra, J.M.
(2011) Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education, 34, 449–463. CrossrefGoogle Scholar
Lee, I.
(2010) Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19, 143–157. CrossrefGoogle Scholar
Liu, E., & Noppe-Brandon, S.
(2009) Imagination first: Unlocking the power of possibility. San Francisco, CA: Jossey-Bass.Google Scholar
Magid, M., & Chan, L.
(2012) Motivating English learners by helping them visualise their Ideal L2 Self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6, 113–125. CrossrefGoogle Scholar
Mangubhai, F.
(2007) The moral and ethical dimensions of language teaching. Australian Journal of Education, 51, 178–189. CrossrefGoogle Scholar
Mangubhai, F., Marland, P., Dashwood, A., & Son, J.-B.
(2005) Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: does the use of an educational model cast a better light? Language Teaching Research, 9, 31–66. CrossrefGoogle Scholar
Markus, H., & Nurius, P.
(1986) Possible selves. American Psychologist, 41, 954–969. CrossrefGoogle Scholar
McElhone, D., Hebhard, H., Scot, R., & Connie, J.
(2009) The role of vision in trajectories of literacy practice among new teachers. Studying Teacher Education, 5, 147–158. CrossrefGoogle Scholar
Mendelsohn, D.J.
(Ed.) (1999) Expanding our vision. Toronto: OUP.Google Scholar
Mori, R.
(2011) Teacher cognition in corrective feedback in Japan. System, 39, 451–467. CrossrefGoogle Scholar
Mullock, B.
(2006) The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90, 48–66. CrossrefGoogle Scholar
Ortega, L.
(2012) Language acquisition research for language teaching: Choosing between application and relevance. In B. Hinger, E.M. Unterrainer, & D. Newby (Eds.), Sprachen lernen: Kompetenzen entwickeln? Performanzen (über)prüfen (pp. 24–38). Wien: Präsens Verlag.Google Scholar
Palmer, P.J.
(2007) The courage to teach: Exploring the inner landscape of a teacher’s life (10th ed.). San Francisco, CA: Jossey-Bass.Google Scholar
Papi, M., & Abdollahzadeh, E.
(2012) Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62, 571–594. CrossrefGoogle Scholar
Pastoll, G.
(2009) Motivating people to learnand teachers to teach. Bloomington, IN: AuthorHouse.Google Scholar
Postman, N.
(1996) The end of education: Redefining the value of school. New York, NY: Vintage.Google Scholar
Ronfeldt, M., & Grossman, P.
(2008) Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35, 41–60.Google Scholar
Scarino, A.
(2005) Introspection and retrospection as windows on teacher knowledge, values, and ethical dispositions. In D.J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 33–52). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Sharkey, J., & Johnson, K.E.
(Eds.) (2003) The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Alexandria, VA: TESOL.Google Scholar
Tedick, D.J.
(2009) K-12 language teacher preparation: Problems and possibilities. The Modern Language Journal, 93, 263–267. CrossrefGoogle Scholar
Thornbury, S.
(1999) Lesson art and design. ELT Journal, 53, 4–11. CrossrefGoogle Scholar
Tsang, W.K.
(2004) Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8, 163–198. CrossrefGoogle Scholar
Tsui, A.B.M.
(2007) Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41, 657–680.Google Scholar
Varghese, M.M., & Johnston, B.
(2007) Evangelical Christians and English language teaching. TESOL Quarterly, 41, 5–31.Google Scholar
Walters, K.
(Ed.) (2001) Rufus Jones: Essential writings. Maryknoll, NY: Orbis Books.Google Scholar
Wan, W., Low, G.D., & Li, M.
(2011) From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39, 403–415. CrossrefGoogle Scholar
Warford, M.K., & Reeves, J.
(2003) Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice, 9, 47–65. CrossrefGoogle Scholar
Watzke, J.L.
(2007) Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. The Modern Language Journal, 91, 63–82. CrossrefGoogle Scholar
Wong, M.S.
(2013) Called to teach: The impact of faith on professional identity formation of three Western English teachers in China. In M.S. Wong, C. Kristjánsson, & Z. Dörnyei (Eds.). Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 11–30). New York, NY: Routledge.Google Scholar
Woods, D., & Çakır, H.
(2011) Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39, 381–390. CrossrefGoogle Scholar
Wright, T.
(2010) Second language teacher education: Review of recent research on practice. Language Teaching, 43, 259–296. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3  pp. 400 ff. Crossref logo

This list is based on CrossRef data as of 27 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.