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Module Reading List 2019-20

The Practice of Supporting Language Teacher Learning, 2019/20, Semester H03
Dr Laura Grassick
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.

Bates, T., Swennen, A. Jones, K. (Eds). 2011. The professional development of teacher educators : edited by Tony Bates. ISBN: 9780415657945. Routledge.

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.

Burkhuzien, G. 2019. Qualitative Research topics in Language Teacher Education. Routledge. 

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

Day, C. and Sachs, J. (Eds). 2010. International handbook on the continuing professional development of teachers ISBN: 9780335220250; 0335209742 : £64.99. Open University Press.

Elsheikh, A., Coombe, C. and Effiong, O. (Eds) . 2018. The role of Language Teacher Associations in professional development. Springer. 

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

Hashimoto, K. 2018. Professional development of English language teachers in Asia: Lessons from Japan and Vietnam. Routledge.

Hoban. G.F. 2002. Teacher learning for educational change : a systems thinking approach ISBN: 033520953x pbk; 0335209548. Open University Press.

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

Ming, L. 2019. Understanding the impact of INSET on teacher change in China. Palgrave Macmillan.   

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.

Nguyen, H.T.M. 2016. Models of mentoring in language teacher education ISBN: 9783319441498 hardback; 3319441493 (English language education). Springer.

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

Ottman, J. and Senom, F. 2019. Professional development through mentoring: Novice ESL teachers' identity formation and professional practice. Routledge.

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

Pawan, F., Fan, W., Pei, M. (2017). Teacher training and professional development of Chinese English language teachers : changing from fish to dragon ISBN: 9781138124516 (pbk.) : £29.99; 9781138124493 (hbk.) : £95.00; 9781317300038 (ePub ebook) : £29.99; 9781317300045 (PDF ebook) : £29.99; 9781317300021 (Mobipocket ebook) : £29.99; 9781315648118 (ebook) : £29.99 English language teachers. New York and London: Routledge.

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.

Schutz, P.A. 2018. Research on teacher identity: Mapping challenges and innovations. Springer.

Suzuki, S 2008 (Ed) Asian perspectives on teacher education ISBN: 9780415852661 (pbk.) : £28.00. 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

Walsh, S. and Mann, S. (Eds). 2019. Routledge handbook of English Language Teacher Education. Routledge.  

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  

Wedell, M. and Grassick, L.(Eds)  2018. International perspectives of teachers living with curriculum change ISBN: 9781137543097 (e-book); 9781137543080 (hbk.) : ISBN: 9781137543097 (e-book). London. Springer  

Wilden, E. and Prsch, R. (Eds). 2017. The professional development of primary EFL teachers : national and international research. ISBN: 9783830934240. Munster, New York: Waxman.

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

Woodward, T. 2018. Teacher development over time. Routledge.

Wright, T & R. Bolitho 2007 Trainer development

Wright, T. and Beaumont, M. (Eds). 2015. Experiences of second language teacher education ISBN: 9780230272422 (hbk.) : £55.00. Palgrave Macmillan.

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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. Available as an Online Course Reading in Minerva.

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 Available online 

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. Available as an Online Course Reading in Minerva.

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 Available as an Online Course Reading in Minerva.

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 09/08/2019