Page 210 - Innovative Professional Development Methods and Strategies for STEM Education
P. 210

Impact of a Professional Development Programme




                      A short version of this chapter has been presented at the symposium “Looking Forward and Back:
                   Bridging Pre-Service and In-Service Teacher Education Programs in English Teaching” organized by
                   the British Council / Hacettepe University SFL on 2-3 February 2015, Ankara, Turkey.


                   REFERENCES


                   Atay, D. (2006). Teachers’ professional development: Partnerships in research. TESL-EJ, 10(2), 1–14.

                   Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19–31.
                   doi:10.1016/S0346-251X(98)00047-5

                   Borg, S. (2006). Teacher cognition and language Education: Research and practice. London: Continuum.

                   Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide
                   to second language teacher education (pp. 163–171). New York: Cambridge University Press.

                   Bullough, R. V., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self
                   and school context. New York: Garland.
                   Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Basing-
                   stoke: Falmer Press.

                   Catelli, L. A. (1995). Action research and collaborative inquiry in a school-university partnership. Action
                   in Teacher Education, 265(4), 25–38. doi:10.1080/01626620.1995.10463216
                   Cheng, M., Cheng, A., & Tang, S. (2010). Closing the gap between the theory and practice of teach-
                   ing: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching:
                   International Research and Pedagogies, 36(1), 91–104. doi:10.1080/02607470903462222
                   Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Collecting and interpreting qualitative materials. 2nd
                   Edition. Place: SAGE Publications.

                   Eliahoo, R. (2011). Dilemmas in measuring the impact of subject-specific mentoring on mentees’ learn-
                   ers in the lifelong learning sector. Practitioner Research in Higher Education, 5(1), 39–47.
                   Elliot, J. (1991). Action research for educational change. Buckingham, UK: Open University Press.

                   Farell, T. S. C. (2008). Here is the book, go and teach: ELT practicum support. RELC Journal, 39(2),
                   226–241. doi:10.1177/0033688208092186
                   Farrell, T. S. C. (1999). The reflective assignment: Unlocking pre-service teachers’ beliefs on grammar
                   teaching. RELC Journal, 30(2), 1–17. doi:10.1177/003368829903000201

                   Farrell, T. S. C. (2003). Learning to teach English language during the first year: Personal influences
                   and challenges. Teaching and Teacher Education, 19(1), 95–111. doi:10.1016/S0742-051X(02)00088-4

                   Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum
                   Press.






                                                                                                          191
   205   206   207   208   209   210   211   212   213   214   215