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Reflective Teaching in Second Language Classrooms
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Reflective Teaching in Second Language Classrooms (1994)Reflective Teaching in Second Language Cl…Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic (2020)Teacher Experiences in Conver…Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance (2019)Students' engagement in async…Exploring teacher beliefs and classroom practices through reflective practice: A case study (2014)Exploring teacher beliefs and…The Transformative Power of Narrative in Second Language Teacher Education (2011)The Transformative Power of N…Identity, Motivation and Autonomy in Language Learning (2011)Identity, Motivation and Auto…Second language teacher education: Review of recent research on practice (2010)Second language teacher educa…Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change (2010)Pre-service teacher beliefs a…Development of English language teaching reflection inventory (2010)Development of English langua…Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)Reflections on reflection: A …The language teacher's development (2005)The language teacher's develo…Action research: an evolving paradigm? (2005)Action research: an evolving …Teachers' Narrative Inquiry as Professional Development (2002)Teachers' Narrative Inquiry a…Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms (2000)Technophilia vs. Technophobia…Clashing metaphors about classroom teachers: toward a systematic typology for the language teaching field (1998)Clashing metaphors about clas…Teachers' Maxims in Language Teaching (1996)Teachers' Maxims in Language …Teaching ESL Writing (1994)Teaching ESL WritingThe reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Educating the reflective practitioner (1987)Reflection in teacher education: issues emerging from a review of current literature (2014)Unifying cognition, emotion, and activity in language teacher professional development (2014)What Is Reflection? Looking for Clarity in an Ambiguous Notion (2014)The Social Construction of Reality (1967)Approaches and Methods in Language Teaching (2001)Research Methods in Education (2007)Language teacher research engagement (2010)Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions (2017)Mind in Society: The Development of Higher Psychological Processes (1978)Content Analysis: An Introduction to its Methodology. (1984)Metaphors We Live By (2003)Okula ilişkin Metaforlar (2008)Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span (2008)Understanding new teachers’ professional identities through metaphor (2011)Teachers and Machines: The Classroom Use of Technology since 1920 (1986)Teacher attitudes and change implementation (1996)Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French (1999)Examining teachers' decisions to adopt new technology (2004)Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom (2008)Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery (2008)Handbook of research on teaching (1986)Communities of practice learning, meaning, and identity (1999)Cultivating Communities of Practice: A Guide to Managing Knowledge (2002)The interplay of possible language teacher selves in professional development choices (2013)Learning as Reciprocal, Interpretive Meaning‐Making: A View From Collaborative Research Into the Professional Learning of Teachers of Languages (2014)Surviving the transition shock in the first year of teaching through reflective practice (2016)Experiential Learning : Experience as the Source of Learning and Development (1983)Communities of Practice (1998)Novice‐Service Language Teacher Development: Bridging the Gap Between Preservice and In‐Service Education and Development (2012)Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context (2014)Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers (2023)Thought and language (1962)Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (2015)A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time (2016)Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education (2016)Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework (2017)The Challenges of Online Learning: Supporting and Engaging the Isolated Learner (2017)The psychological impact of the COVID-19 epidemic on college students in China (2020)Analysing Students’ Reasons for Keeping Their Webcams on or off during Online Classes (2021)COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning (2021)Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic - the case of Mexico (2022)Situated Learning: Legitimate Peripheral Participation. (1994)Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development (2004)Narrative frames for investigating the experiences of language teachers (2008)ESL learners' performance in error correction in writing: Some implications for teaching (1997)Teacher commentary on student writing: Descriptions & implications (1997)Rating scales for diagnostic assessment of writing: What should they look like and where should the criteria come from? (2011)
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  • 2002Teachers' Narrative Inquiry as Professional Development449 cited
  • 2007Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education377 cited
  • 2000Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms309 cited
  • 1998Clashing metaphors about classroom teachers: toward a systematic typology for the language teaching field292 cited
  • 2020Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic273 cited
  • 2005Action research: an evolving paradigm?264 cited
  • 2011The Transformative Power of Narrative in Second Language Teacher Education263 cited
  • 2010Second language teacher education: Review of recent research on practice261 cited
  • 2005The language teacher's development252 cited
  • 1994Teaching ESL Writing250 cited
  • 2014Exploring teacher beliefs and classroom practices through reflective practice: A case study239 cited
  • 2010Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change218 cited
  • 2011Identity, Motivation and Autonomy in Language Learning203 cited
  • 2010Development of English language teaching reflection inventory

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200 cited
  • 2019Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance199 cited
  • 1996Teachers' Maxims in Language Teaching198 cited