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Cited by

• 2013RP or ‘RIP’: A critical perspective on reflective practice160 cited
• 2015Reclaiming the Relevance of L2 Teacher Education115 cited
• 2021Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback97 cited
• 2019From research-as-practice to exploratory practice-as-research in language teaching and beyond92 cited
• 2014Collaboration to teach English language learners: opportunities for shared teacher learning72 cited
• 2013The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities65 cited
• 2017Going general as a resource for doing advising in post-observation conferences in teacher training59 cited
• 2016Developing a Deeper Understanding of Community-Based Pedagogies With Teachers59 cited
• 2017Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development57 cited
• 2019Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers55 cited
• 2018ELF-awareness in ELT: Bringing together theory and practice55 cited
• 2017Measuring social interaction during study abroad: Quantitative methods and challenges53 cited
• 2013How ‘sign meaning develops’: Strategic mediation in learning to teach48 cited