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(文献数据最近更新时间:2018-08-13;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:TEACHER EDUCATION (频次:40)
  • Atai, M. R. & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33(Jan), 27-38.
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  • Choi, T. & Andon, N. (2014). Can a teacher certification scheme change ELT classroom practice?. ELT Journal, 68(1), 12-21.
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  • Yang, Y. (2014). Preparing language teachers for blended teaching of summary writing. Computer Assisted Language Learning, 27(3), 185-206.
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  • Borthwick, K. & Gallagher-Brett, A. (2014). 'Inspiration, ideas, encouragement': teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163-183.
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  • Whyte, S., Schmid, E. C., van Hazebrouck Thompson, S. & Oberhofer, M. (2014). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27(2), 122-148.
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  • Fulcher, Glenn. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9, 113-132.
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  • Baecher, L. (2012). Feedback from the field: What Novice PreK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
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  • Chappell, P., & Moore, S. (2012). Novice teachers and linguistics: Foregrounding the functional. TESOL Quarterly, 46(3), 589-598.
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  • Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
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  • Farrell, Thomas S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
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  • Kiely, R., & Askham, J. (2012). Furnished imagination: The impact of preservice teacher training on early career work in TESOL. TESOL Quarterly, 46(3), 496-518.
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  • Mann, S., & Tang, Elaine Hau Hing. (2012). The role of mentoring in supporting Novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
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  • Fenton-Smith, B., & Torpey, M. John. (2013). Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university. Language Teaching Research, 17(2), 228-250.
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  • Kissau, S. (2012). Perceptions of self-efficacy for two types of second language methods instruction. Computer Assisted Language Learning, 25(4), 295-317.
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  • Antoniadou, V. (2011). Using Activity theory to nderstand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. Recall, 23(3), 233-251.
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  • Grosbois, M. (2011). CMC-based projects and L2 learning: Confirming the importance of nativisation. Recall, 23(3), 294-310.
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  • Meskill, C., & Sadykova, G. (2011). Introducing EFL faculty to online instructional conversations. Recall, 23(3), 200-217.
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  • Murray, J. C., Riazi, A. M., & Cross, J. L. (2012). Test candidates' attitudes and their relationship to demographic and experiential variables: The case of overseas trained teachers in NSW, Australia. Language Testing, 29(4), 577-595.
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  • Frigols Martin, M. J. (2011). The European framework for CLIL teacher education. Language Teaching, 44(3), 401-402.
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  • Stickler, U. (2011). The DOTS project: Developing online teaching skills. Language Teaching, 44(3), 403-404.
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