Leeds University Library

Module Reading List 2015-2016

The Practice of Supporting Language Teacher Learning, 2017/18, Semester H03
Dr Gary Chambers
Tutor information is taken from the Module Catalogue
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Reading List

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Appel, J. 1995. Diary of a language teacher Oxford: Heinemann

Bailey, K. M. 2006. Language teacher supervision : a case-based approach . New York: Cambridge University Press.

Bereiter, C & M. Scardamalia 1993 Surpassing ourselves : an inquiry into the nature and implications of expertise Illinois: Open Court

Borg, S. 2006. Teacher cognition and language education : research and practice . London: Continuum

Bridges, D & T. Kerry (Eds). 1993 Developing teachers professionally : reflections for initial and in-service trainers : London: Routledge

Burns, A, 1999 Collaborative action research for English language teachers Cambridge:Cambridge University Press

Burns, A. 2009 Doing action research in English language teaching : a guide for practitioners London. Routledge

Burns, A and Richards, J. (Eds) 2009. The Cambridge guide to second language teacher education . Cambridge. CUP .

Claxton, G. T.Atkinson, M.Osborn, & M.Wallace 1996 Liberating the learner : lessons for professional development in education NY: Routledge

Darling-Hammond, C. and Lieberman, A. (2012) Teacher education around the world : changing policies and practices (Teacher Quality and School Development) Routledge.

Day, C. 2004. A passion for teaching London:Routledge Falmer

Farrell, T.S.C. 2004 Reflective practice in action : 80 reflection breaks for busy teachers Thousand Oaks: Corwin

Freeman, D, with S Cornwell, (eds) 1993 New ways in teacher education  Alexandria, Virginia:TESOL

Freeman , D. , Orzulak M and Morrisey G 2009 Assesment in second language teacher education in Burns A and Richards JC ( Eds) The Cambridge Guide to second language teacher education CUP 2009 Ps 77-90.

Grenfell, M. (1998). Training teachers in practice Clevedon: Multilingual Matters

Griffin, R (Ed) 2012  Teacher education in Sub-Saharan Africa : closer perspectives . Symposium books. Oxford

Huttner, J (Ed) 2012 Theory and practice in EFL teacher education : bridging the gap . Clevedon. Multilingual Matters

James, P, 2001 Teachers in action : tasks for in-service language teacher education and development  Cambridge: Cambridge University Press

Johnson, K.E. 1999 Understanding language teaching : reasoning in action :  NY: Heinle & Heinle

Johnson. K.E. 2009 . Second language teacher education : a sociocultural perspective : . London. Routledge ( e-book)

Johnson. KE and Golombek,P.( eds) 2010. Research on second language teacher education : a sociocultural perspective on professional development . London . Routledge  

Johnson, S. M. et al. (2004). Finders and keepers : helping new teachers survive and thrive in our schools : San Francisco: Jossey-Bass.

Kolb DA 1984. Experiential learning : experience as the source of learning and development . Prentice Hall. Eaglewood Cliffs NJ.

Korthagen, F.A.J. et al 2001 Linking practice and theory : the pedagogy of realistic teacher education , Mahwah,NJ: Lawrence Erlbaum

Kumaravadivelu, B. (2006b). Understanding language teaching : from method to post-method . Lawrence Earlbaum Associates.. London

Kumaravidivelu B.  2012 Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing . London Routledge .

LaBoskey, V.K. & N. Lyons 2002 Narrative inquiry in practice : advancing the knowledge of teaching  NY: Teacher’s College Press

Lave, J. & Wenger, E. (1991). Situated learning : legitimate peripheral participation . Cambridge: Cambridge University Press.

Leach, J. & B. Moon 1999 Learners and pedagogy London: The Open University Press

Loughran, J & T. Russell, 1997 Teaching about teaching : purpose, passion and pedagogy in teacher education , London: The Falmer Press

Malderez, A & Bodoczky, 1999 Mentor courses : a resource book for trainer-trainers , Cambridge : Cambridge University Press

Malderez, A & M. Wedell, 2007 Teaching teachers : processes and practices : London: Continuum Press

Mason, J 2002 Researching your own practice : the discipline of noticing : London:Routledge

McGrath, I 1997 Learning to train : perspectives on the development of language teacher trainers ; papers from a symposium held at the Institute for Applied Language Studies, University of Edinburgh, November 1995 :  Hemmel Hempstead: Prentice Hall & The British Council

Medgyes, P & A Malderez (eds) 1996 Changing perspectives in teacher education , Oxford: Heinemann

Moon, J 2001 Short courses & workshops : improving the impact of learning, training & professional development London: Kogan Page

Moon, J.A. (2004). A handbook of reflective and experiential learning : theory and practice . London: Routledge Falmer.

Nunan, D & C Lamb 1996 The self-directed teacher : managing the learning process ,Cambridge: Cambridge University Press

Owen, N. (2001) The magic of metaphor : 77 stories for teachers, trainers & thinkers . Crown House Publishing

Parrott, M (1993) Tasks for language teachers : a resource book for training and development Cambridge: Cambridge University Press

Randall, M & B Thornton (2001) Advising and supporting teachers Cambridge:Cambridge University Press

Rowland, S (1993) The enquiring tutor : exploring the process of professional learning London: The Falmer Press

Richards, J. C. (1998). Beyond training : perspectives on language teacher education . Cambridge: Cambridge University Press

Richardson, V (eds) 1997 Constructivist teacher education : building new understandings : . London: The Falmer Press

Russell, T. & J. Loughran (eds) (2007) Enacting a pedagogy of teacher education : values, relationships, and practices London:Routledge

Schon, D.A. 1987, Educating the reflective practitioner : toward a new design for teaching and learning in the professions . San Francisco: Jossey-Bass

Soler, J. A.Craft, H. Burgess, 2001 Teacher development : exploring our own practice . Gateshead: Open University Press

Stones, E. & Morris, S. (1972).  Teaching Practice: a reappraisal of the practical professional element in teacher preparation . London: Methuen & Co. Ltd.

Suzuki, S 2008 (Ed) Teacher education : Asian perspectives . London.  Routledge

Tomlinson, P 1995 Understanding mentoring : reflective strategies for school-based teacher preparation , Buckingham: Open University Press

Ur, P 1996 A course in language teaching : practice and theory , Cambridge : Cambridge University Press.

Wallace, M.J. 1998 Action research for language teachers Cambridge: Cambridge University Press

Wedell, M. 2009 Planning for educational change : putting people and their contexts first London . Continuum.

Wedell,M and Malderez, A 2013. Understanding language classroom contexts : the starting point for change .  London. Bloomsbury  

Woodward, T. 1991 Models and metaphors in language teacher training : loop input and other strategies , Cambridge : Cambridge University Press

Woodward, T. 2004 Ways of working with teachers : principled recipes for the core tasks of teacher training, teacher education and mentoring Canterbury: Tessa Woodward Publications

Wright, T & R. Bolitho 2007 Trainer development Lulu.com

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Bartholomew, S.S. & Sandholtz, J.H. 2009. Competing views of teaching in a school-university partnership. Teaching and teacher education. , 25, 155-165.

Birbiso, D.T. (2012) Reflective Practicum : experience of the Ethiopian context Reflective practice. :International and multidisciplinary perspectives 13/6: 857-869

Borg, S. 2003. Teacher cognition in language teaching: a review of what language teachers think, know, believe and do. Language teaching. , 36, 81-109.

Britton L and Anderson K.A. (2010) Peer coaching and pre-service teachers: Examining an underutilised concept. Teaching and teacher education. 26 : 306–314

Caires, S. & Almeida, L.S. (2005). Teaching practice in initial teacher education: its impact on student teachers’ professional skills and development. Journal of education for teaching. 31 (2), 111-120.

DaSilva, M. (2005). Constructing the teaching process from inside out: how pre-service teachers make sense of their perceptions of the teaching of the four skills. TESL-EJ [electronic resource]. , 9 (2), 1-19.

Degado, A.T. (2007). using reflective journals to enhance impoverished practicum placements: a case in teacher education in Ethiopia. Teaching Education 18 (4), 343-356.

Derrick, J. & Dicks, J. (2005). Teaching practice and mentoring : the key to effective literacy, language and numeracy teacher training . Leicester: National Institute of Adult Continuing Education.

Devos, A. 2010. New teachers, mentors and the discursive formation of professional identity. Teaching and teacher education. 26:1219-1223

Farrell, T.S.C. 2008. “Here is the book, go and teach”: ELT practicum support. RELC journal of language teaching and research in Southeast Asia. 39 , 226-241.

Fayne, H. R. (2007). Supervision from the student teachers’ perspective: an institutional case study. Studying teacher education : the report of the AERA Panel on Research and Teacher Education . 3 (1), 53-66.

Fenwick T. J. (2000) Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition . Adult education quarterly. , Vol. 50, No. 4, 243-272

Freeman, D, (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL quarterly. , 23 (1), 27-45.

Freeman, D. (1990). Intervening in practice teaching. In J. C. Richards, and D. Nunan (Eds.), Second language teacher education (pp. 103-117). Cambridge: Cambridge University Press.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language teaching. . 35 , 1 -13.

Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL quarterly. , 32 (3), 397- 417.

Grant, C. A. & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. The journal of teacher education. 57 (3), 292-299.

Gordon, M. ( 2009) The misuses and effective uses of constructivist teaching Teachers and teaching : theory and practice. Vol. 15/ 6 : 737–746

Hardman, F, Abd-Kadir, J & Tibuhinda, A. (2012) Reforming teacher education in Tanzania. International journal of educational development. 32: 826-834

Hobson ,A., Ashby,P.  Malderez, A. Tomlinson, P. 2009. Mentoring beginning teachers: What we know and what we don’t.  Teaching and teacher education. 25: 207-216

Hoekstra. A and Korthagen. F 2011 . Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning. The journal of teacher education. . 62 : 76-92

Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. The journal of teacher education. .57 (3), 232-239.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL quarterly. , 40 (1), 235-257.

Jurasaite-Harbison, E and Rex, L (2010) School cultures as contexts for informal teacher learning.   Teaching and teacher education. 26 : 267–277

Korthagen,F.2010. Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and teacher education. . 26:98-106

Kuchah, K. (2008) ‘Developing as a professional in Cameroon: Challenges and Visions’ in Garton, S. & K. Richards (Eds.). Professional encounters in TESOL : discourses of teachers in teaching London: Palgrave Macmillan, pp.203-217.

Kuchah, K & R.C. Smith (2011) ‘Pedagogy of autonomy for difficult circumstances: from practice to principles’ International Journal of Innovations in Language Learning and Teaching. 5 (2), 119 – 140

Lamb. M 1995 The consequences of INSETT. ELT journal. 49/1 :72-80

Lee. J.F.K (2009) ESL student teachers’ perceptions of a short-term overseas immersion programme Teaching and teacher education. 25: 1095–1104

Lieberman, A & Mace, D.H.P. (2008). Teacher learning: the key to educational reform. The journal of teacher education. , 59 (3), 226-234.

Malderez, A. 2003 Key Concepts: Observation. English language teaching. 57/2 pp 179-181

Marcosa.J.M, Sancheza, E. and Tillemab.H.H. 2011. Promoting teacher reflection: what is said to be done. Journal of education for teaching. 37/1: 21-36

McIntyre, D. (1994). Classrooms as learning environments for beginning teachers. In M. Wilkin & D. Sankey (Eds.). Collaboration and transition in initial teacher training (pp. 81-93). London: Kagan Page Limited.

Newby, D. (2013) Supporting good practice in teacher education through the European Portfolio for student teachers of languages. Innovation in language learning and teaching. 6/3: 207-218 

Nokes, J. D. et al. (2008). The paired placement of student teachers: An alternative to traditional placements in secondary schools. Teaching and teacher education. 24 , 2168-2177

Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL quarterly. , 30 (1), 131-153.

O’Sullivan, M. 2010. Educating the Teacher Educators: a Ugandan Case study. International journal of educational development. 30: 377-387

Ongondo, C. & Borg, S. (2011) @We etaqch plastic lessons to please them': The influence of supervision on the practice of English language student teachers in Kenya. Language teaching research. 15/4: 509-528

Ovens, A and Tinning, R. (2009) Reflection as situated practice: A memory-work study of lived experience in teacher education. Teaching and teacher education. 25: 1125–1131

Orland-Barak, L and Hasin, R. 2010 Exemplary mentors’ perspectives towards mentoring across mentoring contexts: Lessons from collective case studies Teaching and teacher education. 26  427–437

Pitfields M, and Morrison L (2009) Teachers’ experiences of mentoring on a flexible initial teacher education programme: implications for partnership development. Journal of education for teaching. . 35/1,:, 19–32

Proctor, K. A. (1993). Tutors’ professional knowledge of supervision and the implications of supervision practice. In J. Calderhead & D. Gates (Eds.). Conceptualizing reflection in teacher development (pp. 93-112). London: The Falmer Press, Taylor and Francis Inc

Ruohotie-Lyhty,M. (2013) Struggling for a professional identity: Two newly quali fi ed language teachers ’ identity narratives during the fi rst years at work. Teaching and teacher education. 30 (2013) 120 -129

Richards, J. C. (2008). Second language teacher education today. RELC journal of language teaching and research in Southeast Asia. 39(2) , 158-177).

Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review , 57 (1), 1–22.

Tang, S. Y. F. & Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and teacher education. , 23 , 1066-1085.

Timmerman, G, 2009 Teacher educators modelling their teachers ? European Journal of Teacher Education. Vol. 32,/3: 225–238

Tirri, K & Ubani, M (2012) Education of Finnish teachers for purposeful teaching. Journal of education for teaching. 39/1: 21-29

Tsui A. ( 2009) Distinctive qualities of expert teachers. Teachers and teaching : theory and practice. Vol. 15,/4: 421–439

Vogel, G. & Avissar, G. (2009). “It enables me to realise my fantasies regarding the practicum”: A preliminary study of an academia – school partnership in Israel. Teaching and teacher education. , 25, 134 – 140.

Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. The Asia Pacific Journal of teacher education. and development. , 33 (1), 53-64.

Warford, M.K. & Reeves, J. (2003). Falling into it: novice TESOL teacher thinking. Teachers and teaching : theory and practice. 9 (1), 47-65.

Wedell M (2008) developing capacity to make ‘English for Everyone’ worthwhile: reconsidering outcomes and how to start achieving them . International journal of educational development. 28/6: 628-639

White, S. (2007). Investigating effective feedback practices for pre-service teacher Education students on practicum. Teaching Education 18 (4), 299-311.

Whitecomb et al (2008). Why teach? Part II. The journal of teacher education. , 59 (4), 267-272.· Williams, J. (2009). Beyond the practicum experience. ELT Journal 63 (1), 68-77.

Yan CM and He CJ. 2010. Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers’ perceptions Journal of education for teaching. Vol. 36, No. 1, 57–73

This list was last updated on 08/03/2016