RESOURCES | efltriad

Abednia, A. (2012) Teachers' professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education 28.

Dang Thi Kim Anh (2013) Indetity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education 30.

Darvin, R. & Norton, B. (2015) Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, pp. 36-56. Cambridge: Cambride University Press.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform.Teaching and teacher education, 21(8), 899-916.

Lim, Hyun-Woo (2011) Concept maps of Korean EFL student teachers' autobiographical reflections on their professional identity formation. Teaching and Teacher Education 27.

Mendard-Warwick, J. (2011) Chilean English teacher identity and popular culture : three generations. International Journal of Bilingual Education and Bilingualism 14 (3), 261-277.

Ortactepe, D. (in press) EFL teachers' identity (re)construction as teachers of intercultural competence: A language socialization approaach. Journal of Language, Identity, adn Education.

Ramanathan, V. & Pennycook, A. (2008) Articulating Identities: Communities, Histories, Migrations. TESOL in Context 18(2).

Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.

Smith, S. (2012) Chapter 2. English Language Teacher Education in Cuba: Context, Pedagogy and Identity.

Identity

IDENTITY

TEAM TEACHING

Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education,41, 92-110.

Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59.

Heo, J. Mann, S. (2015). Exploring team teaching and team teachers in Korean primary schools. Elted, 17, 13-21.

Kuusisaari, H. (2014). Teachers at the zone of proximal development–Collaboration promoting or hindering the development process. Teaching and Teacher Education, 43, 46-57.

Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers' professional learning and joint knowledge construction. Teaching and Teacher Education, 28(7), 999-1008.

Sorensen, P. (2014). Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum. Teaching and Teacher Education, 44, 128-137.

MENTORING

Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and teacher education, 48, 75-86.

Bullough, R. V., & Draper, R. J. (2004). Making sense of a failed triad mentors, university supervisors, and positioning theory. Journal of Teacher Education,55(5), 407-420.

Kahyalar, E., & Çelik Yazici, I. (2016). Supervision in Language Teaching: A supervisor's and three trainee teachers' perspectives. The Reading Matrix: An International Online Journal, 16(1), 78-90.

Kemmis, S., Heikkinen, H. L., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and teacher education,43, 154-164.

Rodgers, A., & Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and teacher education, 23(1), 63-80.

Teemant, A., Wink, J., & Tyra, S. (2011). Effects of coaching on teacher use of sociocultural instructional practices. Teaching and Teacher Education, 27(4), 683-693.

Yuan, E. R. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education, 55, 188-197.

Team Teaching

Mentoring

Usher, R. The Use of Team Teaching and its Effect on EFL Students' Proficiency in English.

Schuster, C., Tagle, T. & Jara, E. (2010) Implementación de un programa de mentores para apoyar la formación inicial de profesores de inglés. Revista Extramuros UMCE, 5-14.

SUPERVISORS AND SUPERVISING

Al-Mekhlafi, M. A. A., & Naji, I. M. (2010). Supervisors' practices in improving student teachers' grammar teaching strategies during practicum: a comparison of student teachers' and supervisors' views. Wudpecker Journal of Educational Research,2(1), 006-017.

Andreucci Annunziata, P. (2013). La Supervisión de Prácticas Docentes: Una Deuda Pendiente de la Formación Inicial de Profesores. Estudios pedagógicos, 39(1), 7-26.

Díaz, C. y Bastías, C. (2012) Una aproximación a los patrones de comunicación entre el profesor mentor y el profesor-estudiante en el contexto de la práctica pedagógica. Educación XXI, 15(1), 241-263.

Fayne, H. R. (2007). Supervision from the student teacher's perspective: An institutional case study. Studying teacher education, 3(1), 53-66.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 0022487114535266.

Ibrahim, A. S. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45.

Long, J. J., van Es, E. A., & Black, R. W. (2013). Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education, 24(2), 179-196.

Montecinos, C., Barrios, C., & Tapia, M. F. (2011). Relación entre estilos de supervisión durante la práctica profesional y las creencias de autoeficacia de los estudiantes de pedagogía en educación general básica. Perspectiva Educacional, 50(2), 96-122.

Sethusha, M. J. (2014). Challenges experienced by teaching practice supervisors in an open and distance learning environment. Mediterranean Journal of Social Sciences, 5(15), 409.

Steadman, S. C., & Brown, S. D. (2011). Defining the job of university supervisor: A department-wide study of university supervisors' practices.Issues in Teacher Education, 20(1), 51.

Snow-Gerono, J. L. (2008). Locating supervision—A reflective framework for negotiating tensions within conceptual and procedural foci for teacher development. Teaching and Teacher Education, 24(6), 1502-1515.

Supervisors and supervising

BELIEFS

Chamberlin, C. R. (2000). TESL degree candidates' perceptions of trust in supervisors. TESOL Quarterly, 653-673.

Caires, S., & Almeida, L. S. (2007). Positive aspects of the teacher training supervision: The student teachers’ perspective. European Journal of Psychology of Education, 22(4), 515-528.

Díaz, C. et al (2013) Estudio de caso sobre las creencias de estudiantes de pedagogía en inglés respecto a la autoeficacia percibida y la enseñanza de idioma. Núcleo, 30, 41-67.

Romero Jeldres, M., & Alcaíno Opazo, V. (2014). Creencias y estilos de supervisión de profesores supervisores de prácticas: Resultados en una muestra exploratoria. Estudios pedagógicos (Valdivia), 40(2), 321-340.

Ormeño, V., & Rosas, M. (2015). Creencias, Aprendizaje de una Lengua y Formación Inicial de Profesores de Inglés. Colombian Applied Linguistics Journal, 17(2), 207-228.

Tagle, T. et al (2014) Creencias sobre el aprendizaje de inglés en la formación inicial docente. Educere-Investigación Arbitrada, 473-481.

Beliefs

ASSESSMENT

Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and teacher education, 21(6), 699-715.

Sandholtz, J. H., & Shea, L. M. (2012). Predicting performance a comparison of university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1), 39-50.

Tillema, H. H. (2009). Assessment for learning to teach appraisal of practice teaching lessons by mentors, supervisors, and student teachers. Journal of Teacher Education, 60(2), 155-167.

Assessment

SCHOOL/UNIVERSITY PARTNERSHIP

Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, 25(2), 240-284.

Beck, C., & Kosnik, C. (2002). Professors and the practicum involvement of university faculty in preservice practicum supervision. Journal of teacher education, 53(1), 6-19.

Cortés, I., Hirmas, C. (2014) Primer Seminario sobre Formación Práctica Docente: Vinculación entre el sistema universitario y el sistema escolar. Organización de Estados Iberoamericanos para la Educación de la Ciencia y la Cultura.

Montecinos, C., Walker, H., & Maldonado, F. (2015). School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile. Teaching and Teacher Education, 49, 1-10.

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of teacher education, 61(1-2), 89-99.

Waitoller, F. R., & Artiles, A. J. (2016). Teacher learning as curating: Becoming inclusive educators in school/university partnerships. Teaching and Teacher Education, 59, 360-371.

School/university partnership

ACTIVITY THEORY

Activity Theory

Gedera, D. S., & Williams, P. J. (2015). Activity Theory in Education: Research and Practice. Springer.

McNicholl, J., & Blake, A. (2013). Transforming teacher education, an activity theory analysis. Journal of Education for Teaching, 39(3), 281-300.

THE PRACTICUM AND PRE-SERVICE TEACHER DEVELOPMENT

Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117.

Arshavskaya, E., Pinner, R., Sarasa, M. C., & Doukmak, R. “Seeing” second language pre-service teacher learning through the conceptual metaphors of teaching and learning in teaching practicum dialogic blogs.

Alarcón, P., Díaz, C., Tagle, T., Ramos, L., & Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos/Metaphors on teachers and student-teachers from the perspective of a group of chilean teacher candidates. Revista Actualidades Investigativas en Educación, 14(2).

Alarcón, P., Díaz, C., & Vergara, J. (2015). Chilean preservice teachers’ metaphors about the role of teachers as professionals. Elicited Metaphor Analysis in Educational Discourse, 3, 289.

Barnes, M. E., & Smagorinsky, P. (2016). What English/Language Arts Teacher Candidates Learn During Coursework and Practica A Study of Three Teacher Education Programs. Journal of Teacher Education, 67(4), 338-355.

Canh, L. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.

Cara Jara, M. A., & Aranda Riveros, R. (2016). Autoeficacia y Transformación Dinámica del Aprendizaje en la Práctica Docente Inicial. Perspectiva Educacional, 55(1), 3-19.

Daniel, S. M. (2015). Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?. TESOL Journal, 6(1), 149-176.

Edwards, A. N. N. E. (2001). School-based teacher training: where angels fear to tread. Velon tijdschrift voor lerarenopleiders, 22(3), 11-19.

Hadar, L. L., & Brody, D. L. (2016). Talk about student learning: Promoting professional growth among teacher educators. Teaching and Teacher Education, 59, 101-114.

Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education?. Teaching and Teacher Education, 59, 274-284.

The practicum and pre-service teacher development

Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?. Teaching and Teacher Education, 55, 240-254.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.

Mosaddaq, Y. B. (2016). A STUDY OF SOURCES OF EFL STUDENT TEACHERS’ANXIETY DURING THEIR PRACTICUM EXPERIENCE.European Journal of Research and Reflection in Educational Sciences Vol,4(1).

REFLECTIVE PRACTICE

Vieira, F., & Marques, I. (2002). Supervising reflective teacher development practices. English Language Teacher Education and Development, 6(1), 1-18.

Reflective practice

Tagle, T. (2011) El enfoque reflexivo en la formación docente. Calidad en la Educación 34, 203-215.

Farrell, T. S. (2015). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 1362168815617335.

Copland, F., Ma, G., & Mann, S. J. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14-23.

Harman, R. M., Ahn, S., & Bogue, B. (2016). Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy. Teaching and Teacher Education, 59, 228-238.

Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action.Teaching and Teacher Education, 59, 372-382.

The EFL Pre-service Practicum: Supporting the Triad

A resource site for university-based supervisors, teacher mentors and pre-service teachers involved in EFL practicum

IDENTITY

TEAM TEACHING

MENTORING

SUPERVISORS AND SUPERVISING

BELIEFS

ASSESSMENT

SCHOOL/UNIVERSITY PARTNERSHIP

ACTIVITY THEORY

THE PRACTICUM AND PRE-SERVICE TEACHER DEVELOPMENT

REFLECTIVE PRACTICE