Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education

References

• Barahona, M. (2020). Developing and enacting professional pedagogical responsibility: A CHAT perspective. The European Journal of Applied Linguistics and TEFL, 9(2), 131–152.
   Google Scholar
• Barahona, M., & Darwin, S. (2023). Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231183905
   Google Scholar
• Barahona, M., & Ibaceta-Quijanes, X. (2022). Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility. Teachers and Teaching, 1–15. https://doi.org/10.1080/13540602.2022.2062726
   Web of Science ®Google Scholar
• Cáceres, C., Muñoz, C., & Valenzuela, J. (2021). Responsabilidad personal docente y motivación escolar. [Teaching personal responsibility and school motivation] Revista Electrónica Interuniversitaria De Formación Del Profesorado, 24(1), 175–188. https://doi.org/10.6018/reifop.402761
   Google Scholar
• Cirocki, A., & Farrell, T. S. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5–23.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
   Google Scholar
• Creswell, J. W., & Cresswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Sage.
   Google Scholar
• Daniels, L. M., Radil, A., & Goegan, L. (2017). Combinations of personal responsibility: Differences on pre-service and practicing teachers’ efficacy, engagement, classroom goal structures, and wellbeing. Frontiers in Psychology, 8, 906. https://doi.org/10.3389/fpsyg.2017.00906
   PubMed Web of Science ®Google Scholar
• Daniels, L. M., Radil, A. I., & Wagner, A. K. (2016). Concordance between pre-service teachers’ responsibilities and instructional strategies. Journal of Experimental Education, 84, 529–553. https://doi.org/10.1080/00220973.2015.1054333
   Web of Science ®Google Scholar
• Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia - Social and Behavioral Sciences, 9, 2047–2051. https://doi.org/10.1016/j.sbspro.2010.12.444
   Google Scholar
• Farrell, T. S. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
   Google Scholar
• Lauermann, F. (2017). Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research. In Organisation for Economic Co-Operation and Development [OECD] (Eds.), Teachers’ pedagogical knowledge and the teaching profession, 171–191. OECD.
   Google Scholar
• Lauermann, F. (2023). Who is responsible for student learning? Teachers’ beliefs about professional responsibility, teacher attributions, and their implications for classroom processes and outcomes. In T. Urdan & E. N. Gonida (Eds.), Remembering the life, work, and influence of Stuart A. Karabenick (Vol. 22, pp. 93–114). Emerald Publishing Limited. https://doi.org/10.1108/S0749-742320230000022008
   Google Scholar
• Lauermann, F., & Berger, J. L. (2021). Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement. Learning and Instruction, 76, 101441. https://doi.org/10.1016/j.learninstruc.2020.101441
   Web of Science ®Google Scholar
• Lauermann, F., & Karabenick, S. A. (2013). The meaning and measure of teachers’ sense of responsibility for educational outcomes. Teaching and Teacher Education, 30, 13–26. https://doi.org/10.1016/j.tate.2012.10.001
   Web of Science ®Google Scholar
• Leung, C. (2013). Second/additional language teacher professionalism: What is it? In M. Olofsson (Ed.), Symposium 2012: Lärarrollen I svenska som andraspräk (N/A ed., Vol. N/A) (pp.11–27). Stockholms universitets förlag.
   Google Scholar
• Matteucci, M. C., & Gosling, P. (2004). Italian and French teachers faced with pupil’s academic failure: The “norm of effort.” European Journal of Psychology of Education, 19(2), 147–166. https://doi.org/10.1007/BF03173229
   Web of Science ®Google Scholar
• Matteucci, M. C., Guglielmi, D., & Lauermann, F. (2017). Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional well-being. Social Psychology of Education, 20(2), 275–298. https://doi.org/10.1007/s11218-017-9369-y
   Web of Science ®Google Scholar
• Matteucci, M. C., & Helker, K. (2018). Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students. Learning and Individual Differences, 61, 239–249. https://doi.org/10.1016/j.lindif.2017.12.009
   Web of Science ®Google Scholar
• Organisation for Economic Co-Operation and Development. (2016). Supporting teacher professionalism: Insights from TALIS 2013, TALIS. OECD Publishing. https://doi.org/10.1787/9789264248601-en
   Google Scholar
• Patton, M. (2002). Qualitaitve research and evaluation methods (3rd ed.). SAGE.
   Google Scholar
• Sachs, J. (2003). The activist teaching profession. Open University Press. https://doi.org/10.1016/J.TATE.2005.03.008
   Google Scholar
• Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413–425. https://doi.org/10.1080/13540602.2015.1082732
   Web of Science ®Google Scholar
• Sepulveda-Escobar, P. (2023). ESOL teacher educators’ learning initiatives and perceived learning needs: Still a pending task. Journal of Education for Teaching, 49(2), 280–296. https://doi.org/10.1080/02607476.2022.2038517
   Web of Science ®Google Scholar
• Solbrekke, T. D., & Sugrue, C. (2014). Professional accreditation of initial teacher education programmes: Teacher educators’ strategies—Between ‘accountability’ and ‘professional responsibility’? Teaching and Teacher Education, 37, 11–20. https://doi.org/10.1016/j.tate.2013.07.015
   Web of Science ®Google Scholar
• Vanassche, E., & Kelchtermans, G. (2014). TEs’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127. https://doi.org/10.1016/j.tate.2014.08.006
   Web of Science ®Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods—fifth edition. SAGE.
   Google Scholar
• Yuan, R., & Hu, Y. (2018). Teachers’ views on the qualities of effective EFL teacher educators. ELT Journal, 72(2), 141–150. https://doi.org/10.1093/elt/ccx032
   Web of Science ®Google Scholar
• Yuan, R., & Yang, M. (2022). Unpacking language teacher educators’ expertise: A complexity theory perspective. TESOL Quarterly, 56(2), 656–687. https://doi.org/10.1002/tesq.3088
   Google Scholar
• Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL TEs in higher education: A review of studies from 2010 to 2020. Language Teaching, 55(4), 434–469. https://doi.org/10.1017/S0261444822000209
   Web of Science ®Google Scholar