Supporting a pre-service English language teacher's self-determined development

  title={Supporting a pre-service English language teacher's self-determined development},
  author={Elena On{\vc}evska Ager and Mark Wyatt},
  journal={Teaching and Teacher Education},
1 Citations



Teachers’ cognitions regarding continuing professional development

It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up

Receiving as well as giving: mentors' perceptions of their professional development in one teacher induction program

Although many studies examine benefits to the mentees, this study examined the growth and development of the mentors in the context of a particular teacher induction program, the University of

Video‐stimulated recall for mentoring in Omani schools

Purpose – The purpose of this paper is to explore the school‐based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while

The motivational dimension of language teaching

  • M. Lamb
  • Linguistics
    Language Teaching
  • 2017
Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this

The activities of a school‐based teacher educator: a theoretical and empirical exploration

Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four

Using Qualitative Research Methods to Assess the Degree of Fit between Teachers' Reported Self-Efficacy Beliefs and Their Practical Knowledge during Teacher Education.

There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical

Professional Growth Among Preservice and Beginning Teachers

I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies

Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education

Purpose – The purpose of this article is to identify and examine root causes of the failure of school‐based mentoring to realize its full potential.Design/methodology/approach – The article draws on