‘We are the change that we seek’: developing teachers’ understanding of their classroom practice

References

• Allwright, D. (2003). A brief guide to exploratory practice: Rethinking practitioners research in language teaching. Language Teaching Research, 7, 113–141.
   Google Scholar
• Allwright, D., & Hanks, J. (2009). The developing language learner. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
   Google Scholar
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.
   Google Scholar
• Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44, 349–362.
   Web of Science ®Google Scholar
• Campbell, A., & Norton, L. (2007). Learning, teaching and assessing in HE: Developing reflective practice. Exeter: Learning Matters.
   Google Scholar
• Dadds, M. (1997). Continuing professional development: Nurturing the expert within. British Journal of In-service Education, 23, 31–38.
   Google Scholar
• Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum.
   Google Scholar
• Gibbs, G., & Jenkins, A. (1992). Teaching large classes in higher education. London: Kogan Page.
   Google Scholar
• Gieve, S., & Miller, I. K. (2006). Understanding the language classroom. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Kiely, R. M., Davies, M., & Wheeler, E. (2010). Investigating critical learning episodes. Retrieved from Reading Centre for British Teachers. http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
   Google Scholar
• Kiely, R., & Davies, M. (2010). From transmission to transformation: Teacher learning in English for speakers of other languages Language Teaching Research, 14, 277–295.
   Web of Science ®Google Scholar
• Laurillard, D. (2002). Rethinking university teaching. A framework for the effective use of learning technologies (2nd ed.). London: Routledge.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Mann, S. (2005). The language teacher’s development. Language Teaching, 38, 103–118.
   Google Scholar
• Moon, J. A. (1999). Reflection in learning and professional development, theory and practice. New York, NY: Kogan Page.
   Google Scholar
• Nolan, A., Raban, B., & Waniganayake, M. (2005). Evaluating a strategic approach to professional development through guided reflection. Reflective Practice, 6, 221–229.
   Google Scholar
• Norton, L., Aiyegbayo, O., Harrington, K., Elander, J., & Reddy, P. (2010). New lecturers’ beliefs about learning, teaching and assessment in HE: The role of the PGCLTHE programme. Innovations in Education and Teaching International, 47, 345–356.
   Web of Science ®Google Scholar
• Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329–363.
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
   Google Scholar
• Sinclair, J. Mc H, & Coulthard, M. (1975). Towards an analysis of discourse. The English used by students and pupils. Oxford: Oxford University Press.
   Google Scholar
• Slimani-Rolls, A. (2003). Exploring a world of paradoxes: An investigation of group work. Language Teaching and Learning, 7, 221–239.
   Google Scholar
• Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday & Vygostky (pp. 95–133). New York, NY: Continuum.
   Google Scholar
• Walsh, S. (2011). Exploring classroom discourse: Language in action. London: Routledge.
   Google Scholar
• Wertsch, J. V. (1985). Vygostky and the social formation of mind. Cambridge: Harvard University Press.
   Google Scholar
• Woods, P. (1983). Sociology and the school: An interactionist viewpoint. London: Routledge.
   Google Scholar
• Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In Inn V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298–330). Washington, DC: American Educational Research Association.
   Google Scholar