بازگشت The learning of a foreign language in formal educational settings requires teachers who undertake constant education and promote their knowledge and expertise to consequently help learners break the barriers of learning. Accordingly, besides teachers’ experiential knowledge accumulated through years of quality teaching, professional language education organizations should name the frameworks teachers adopt and provide a forum for learning/teaching. Moving along the same direction, Language Teacher Education aims to help PhD students to identify paradigms which currently dominate the field. In this regard, the following readings are suggested.
Suggested topics for presentation and reflection
- Characteristics of language teachers
Readings:
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research 10(1), 3–31.
Martin-Kniep, G. O. (2004). Becoming a better teacher: Eight innovations that work. Virginia: Association for Supervision & Curriculum Development.
- Teaching as knowledge or experience
Readings:
Lacorte, M. (2005). Teachers’ knowledge and experience in the discourse of foreign-language classrooms. Language Teaching Research, 9(4), 381–402.
Johnson, K. (2005). Expertise in second language learning and teaching. New York: Palgrave.
- Reflection and feedback
Readings:
Pasternak, D. L., & Rigoni, K. K. (2015). Teaching reflective writing: Thoughts on developing a reflective writing framework to support teacher candidates. Teaching/Writing: The Journal of Writing Teacher Education, 4(2), 93-108.
Perpignan, H. (2003). Exploring the written feedback dialogue: A research, learning and teaching practice. Language Teaching Research, 7(2), 259–278.
- Pre-service teacher development
Readings:
Pytash,K. E., Testa, E., & Nigh, J. (2015). Writing the world: Preservice teachers’ perceptions of 21st century writing instruction. Teaching/Writing: The Journal of Writing Teacher Education, 4(1), 142-163.
Saidy, C. (2015). We learned what?: P re-service teachers as developmental writers in the writing methods class. Teaching/Writing: The Journal of Writing Teacher Education, 4(1), 108-124.
- In-service teacher development
Readings:
Atay, D. (2004). Collaborative dialogue with student teachers as a follow-up to teacher in-service education and training. Language Teaching Research, 8(2), 143- 162.
Dismuke, S. (2015). I t’ s a matter of practice: Influences of a writing methods course on inservice teachers’ dispositions and self-efficacy. Teaching/Writing: The Journal of Writing Teacher Education, 4(2), 113-138.
- Form-focused instruction in L2 development
Readings:
Barbieri, F., & Eckhardt, S. E. B. (2007). Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research, 11(3), 319–346.
Klapper, J., & Rees, J. (2003). Reviewing the case for explicit grammar instruction in the university foreign language learning context. Language Teaching Research, 7(3), 285–314.
- Teacher-student interaction in classroom
Readings:
Johnson, L. P. (2015). One good lesson: Community of practice model for preparing teachers of writing. Teaching/Writing: The Journal of Writing Teacher Education, 4(2), 139-160.
Walsh, S. (2002).Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23.
- Research or practice in teacher education
Readings:
Gunn, C. (2005). Prioritizing practitioner research: An example from the field. Language Teaching Research 9(1), 97–112.
Mangubhai, F., Marland, P., Dashwood, A., & Son, J. (2005). Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: Does the use of an educational model cast a better light? Language Teaching Research 9(1), 31–66.
- Effective classroom work
Readings:
Rose, J. (2007). Understanding relevance in the language classroom. Language Teaching Research, 11(4), 483–502.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: which comes first? Language Teaching Research, 6(3), 245–266.
- How learners evaluate teachers
Readings:
Garrett, P., & Shortall, T. (2002). Learners’ evaluations of teacher fronted and student-centered classroom activities. Language Teaching Research 6(1), 25–57.
- Teaching as a decision making practice
Readings:
Breen, M. P., & Littlejohn, A. (2005). Classroom decision making: Negotiation and process syllabuses in practice. Cambridge: CUP.
- Managing the learning process and teachers’ perceived difficulties in applying CLT
Readings:
Hall, D. R., & Hewings, A. (2001). Innovation in English language teaching: A reader. London: Routledge.
- Identity, cognition and experience in teacher development
Readings:
Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. Cambridge: CUP.
Johnson, K. (2005). Expertise in second language learning and teaching. New York: Palgrave.
Kennedy, C. (2015). English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges. London: British Counsel.
Course requirements:
- Active participation of the students in all classroom discussions
- Genuine analysis of a real problem in language teacher development in the context of Iran and reporting the analysis
