Professionalising teaching: a corpus-based approach to the professional development of teachers in Singapore

References

• Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35, 192–207.10.1016/j.system.2006.12.008
   Google Scholar
• Alexander, P. A., Murphy, P. K., Guan, J., & Murphy, P. A. (1998). How students and teachers in Singapore and the United States conceptualize knowledge and beliefs: Positioning learning within epistemological frameworks. Learning and Instruction, 8, 97–116.10.1016/S0959-4752(97)00004-2
   Web of Science ®Google Scholar
• Allen, L. Q. (2002). Teachers’ pedagogical beliefs and the standards for foreign language learning. Foreign Language Annals, 35, 518–529.
   Web of Science ®Google Scholar
• Altan, M. Z. (2012). Pre-service EFL teachers’ beliefs about foreign language learning. European Journal of Teacher Education, 35, 481–493.10.1080/02619768.2011.643399
   Web of Science ®Google Scholar
• Baker, P. (2006). Using corpora in discourse analysis. London: Continuum.
   Google Scholar
• Ball, D. L., Hill, H. C., & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, 14–22.
   Google Scholar
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of Teacher Education, 59, 389–407.10.1177/0022487108324554
   Web of Science ®Google Scholar
• Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come on top. New Jersey, NJ: McKinsey & Company.
   Google Scholar
• Biber, D., Conrad, S., Reppen, R., Byrd, P., Helt, M., Clark, V., … Urzua, A. (2004). Representing language in the university: Analysis of the TOEFL 2000 spoken and written academic language corpus ( ETS TOEFL Monograph Services MS-25). Princeton, NJ: Educational Testing Service.
   Google 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, 81–109.10.1017/S0261444803001903
   Google Scholar
• Borg, S. (2006). Teacher cognition and language education. London: Continuum.
   Google Scholar
• Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
   Google Scholar
• Connelly, F., & Clandinin, D. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2–14.10.3102/0013189X019005002
   Google Scholar
• Csomay, E. (2007). A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk in American University classes. Journal of English for Academic Purposes, 6, 336–355.10.1016/j.jeap.2007.09.004
   Google Scholar
• Cullen, R. (2001). The use of lesson transcripts for developing teachers’ classroom language. System, 29, 27–43.10.1016/S0346-251X(00)00044-0
   Google Scholar
• Darling-Hammond, L. (2010). The flat world and education. New York, NY: Teachers College Press.
   Google Scholar
• Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.
   Google Scholar
• Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37, 851–870.10.1080/01411926.2011.607231
   Web of Science ®Google Scholar
• Farrell, T. S. C. (2008). Reflective language teaching: From research to practice. London: Continuum Press.
   Google Scholar
• Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38, 272–279.10.1016/j.system.2010.02.001
   Web of Science ®Google Scholar
• Goh, C. C. M. (2015). Successes and challenges in the continuing education of teachers. Teacher development: Dimensions and perspectives. ( THF workshop reports, No. 4.) Singapore: The Head Foundation.
   Google Scholar
• Goh, C. C. M., Zhang, J. L., Ng, C. H., & Koh, G. H. (2005). Knowledge, beliefs and syllabus implementation: A study of English language teaching in Singapore. Singapore: National Institute of Education, Nanyang Technological University.
   Google Scholar
• Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching & Teacher Education, 4, 121–137.10.1016/0742-051X(88)90013-3
   Web of Science ®Google Scholar
• Goodwin, A. L. (2012). Quality teachers, Singapore style. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices (pp. 22–43). New York, NY: Routledge.
   Google Scholar
• Grossman, P. L., Wilson, S. M., & Shulman, L. E. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds (Ed.), The knowledge base for beginning teachers (pp. 23–36). New York, NY: Pergamon.
   Google Scholar
• Groundwater-Smith, & Campbell, A. (2010). Joining the dots: Connecting inquiry and professional learning. In A. Campbell & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 200–206). New York, NY: Routledge.
   Google Scholar
• Halliday, M. A. K. (1992). Language as system and language as instance: The corpus as a theoretical construct. In J. Svartik (Ed.), Directions in corpus linguistics: Proceedings of the Nobel Symposium 82 Stockholm, 4–8 August 1991 (pp. 61–77). Berlin: Mouton de Gruyter.
   Google Scholar
• Hammerness, K., van Tartwijk, J., & Snoek, M. (2012). Teacher preparation in the Netherlands: Shared visions and common features. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices (pp. 44–65). New York, NY: Routledge.
   Google Scholar
• Hargreaves, D. (1996). Teaching as a research based profession: Possibilities and prospects. London: Teacher Training Agency.
   Google Scholar
• Hargreaves, A. (2008). The coming of post-standardization: Three weddings and a funeral. In C. Sugrue (Ed.), The future of educational change: International perspectives (pp. 15–33). New York, NY: Routledge.
   Google Scholar
• Holt-Reynolds, D. (1992). Personal-history based beliefs as relevant prior knowledge in coursework. American Educational Research Journal, 29, 325–349.10.3102/00028312029002325
   Web of Science ®Google Scholar
• Hong, H. (2005). SCoRE: A multimodal corpus database of education discourse. Proceedings of International Conference of Corpus Linguistics (ISSN 1747-9398), Birmingham, July 14–17, 2005.
   Google Scholar
• Hong, H., & Doyle, P. (2009). The SCoRE corpus project: A technical report for the Ministry of Education. Singapore: Ministry of Education.
   Google Scholar
• Hüttner, J., Smit, U., & Mehlmauer-Larcher, B. (2009). ESP teacher education at the interface of theory and practice: Introducing a model of mediated corpus-based genre analysis. System, 37, 99–109.10.1016/j.system.2008.06.003
   Web of Science ®Google Scholar
• Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: State policies and strategies technical report. Stanford, CA: Stanford Center for Opportunity Policy in Education.
   Google Scholar
• Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching & Teacher Education, 18, 73–85.10.1016/S0742-051X(01)00051-8
   Web of Science ®Google Scholar
• Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behaviour, 24, 83–108.
   Web of Science ®Google Scholar
• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65–90.10.1207/s15326985ep2701_6
   Web of Science ®Google Scholar
• Licklider, B. L. (1997). Breaking ranks: Changing the in-service institution. NASSP Bulletin, 81( Jan.), 9–22.10.1177/019263659708158504
   Google Scholar
• Lingard, B., & Renshaw, P. (2010). Teaching as a research-informed and research-informing profession. In A. Campbell & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 26–39). New York, NY: Routledge.
   Google Scholar
• Luke, A., Freebody, P., Shun, L., & Gopinathan, S. (2005). Towards research-based innovation and reform: Singapore schooling in transition. Asia Pacific Journal of Education, 25, 5–28.10.1080/02188790500032467
   Google Scholar
• MacBeath, J. (2012). Teacher training, education or learning by doing in the UK. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices (pp. 66–80). New York, NY: Routledge.
   Google Scholar
• McLaughlin, M. W. & Talbert, J. E. (2008). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.
   Google Scholar
• Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51, 90–100.10.1159/000113158
   Web of Science ®Google Scholar
• Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40, 430–445.10.1080/03054985.2014.934087
   Web of Science ®Google Scholar
• MOE framework for 21st century competencies. (2016). Retrieved May 12, 2016, from https://www.moe.gov.sg/education/education-system/21st-century-competencies
   Google Scholar
• Murphy, B. (2015). A corpus-based investigation of critical reflective practice and context in early career teacher settings. Classroom Discourse, 6, 107–123.10.1080/19463014.2015.1030762
   Web of Science ®Google Scholar
• Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1–15.
   Google Scholar
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.10.3102/00346543062003307
   Web of Science ®Google Scholar
• Pehmer, A. K., Gröschner, A., & Seidel, T. (2015). How teacher professional development regarding classroom dialogue affects students’ higher-order learning. Teaching & Teacher Education, 47, 108–119.10.1016/j.tate.2014.12.007
   Web of Science ®Google Scholar
• Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar beliefs and practices. System, 37, 380–390.10.1016/j.system.2009.03.002
   Web of Science ®Google Scholar
• PISA. (2016). Retrieved December 6, 2016, from http://www.oecd.org/pisa/
   Google Scholar
• Rex, L. A., & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. New York, NY: Routledge.
   Google Scholar
• Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
   Google Scholar
• Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences. Journal of Teacher Education, 59, 347–360.10.1177/0022487108322128
   Web of Science ®Google Scholar
• Rubdy, R. (2001). Creative destruction: Singapore’s Speak Good English Movement. World Englishes, 20, 341–355.10.1111/weng.2001.20.issue-3
   Google Scholar
• Saeed, K., Reza, Z., & Momene, G. (2014). Pre-service English teachers’ epistemological beliefs and their conceptions of teaching. International Journal of Research Studies in Psychology, 3, 3–12.
   Google Scholar
• Sahlberg, S. (2012). The most wanted: Teachers and teacher education in Finland. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices (pp. 1–21). New York, NY: Routledge.
   Google Scholar
• Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66, 245–260.10.1177/0022487115573264
   Web of Science ®Google Scholar
• Schon, D. A. (1991). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Sherwin, M., & van Es, E. (2009). Effects of video club participation on teacher’s professional vision. Journal of Teacher Education, 60, 20–37.
   Web of Science ®Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.10.3102/0013189X015002004
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Smyth, J. (1992). Teacher’s work and the politics of reflection. American Educational Research Journal, 29, 267–300.10.3102/00028312029002268
   Web of Science ®Google Scholar
• Speak Good English Movement. (2016). Retrieved May 12, 2016, from http://goodenglish.org.sg/
   Google Scholar
• STELLAR. (2016). Retrieved May 9, 2016, from http://www.stellarliteracy.sg/
   Google Scholar
• Syllabus. (2010). Retrieved May 5, 2016, from https://www.google.com.sg/#q=singapore+el+syllabus+2010
   Google Scholar
• Tang, S. Y. F., & Choi, P. L. (2009). Teachers’ professional lives and continuing professional development in changing times. Educational Review, 61(1), 1–18.10.1080/00131910802684748
   Web of Science ®Google Scholar
• Teo, P. (2015). Teaching for the 21st century: The Singapore experience. In B. Spolsky & K. Sung (Eds.), Secondary School English Education in Asia: From policy to practice (pp. 65–82). London: Routledge.
   Google Scholar
• Teo, P. (2016). Exploring the dialogic space in teaching: A study of teacher talk in the pre-university classroom in Singapore. Teaching & Teacher Education, 56, 47–60.10.1016/j.tate.2016.01.019
   Web of Science ®Google Scholar
• Thompson, P. (2008). Learning through extended talk. Language and Education, 22, 241–256.10.1080/09500780802152507
   Web of Science ®Google Scholar
• Van den Bergh, L., Ros, A., & Beijaard, D. (2014). Improving teacher feedback during active learning: Effects of a professional development program. American Educational Research Journal, 51, 772–809.10.3102/0002831214531322
   Web of Science ®Google Scholar
• Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
   Google Scholar
• Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. Journal of the Learning Sciences, 15, 379–428.10.1207/s15327809jls1503_3
   Web of Science ®Google Scholar
• Wenger, E. (1999). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wilkinson, I. A. G., Reninger, K. B., & Soter, A. (2010). Developing a professional development tool for assessing quality talk about text. In R. T. Jimenez, V. J. Risko, D. W. Rowe, & M. Hundley (Eds.), 59th Yearbook of the National Reading Conference (pp. 142–159). Oak Creek, WI: National Reading Conference.
   Google Scholar
• Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51, 39–49.10.1177/002248710005100105
   Web of Science ®Google Scholar
• Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China. New York, NY: Springer.10.1007/978-3-319-23009-2
   Google Scholar