Walker, R. (2003). Teacher development through communities of learning. In D.M. McInerney, & S. Van Etten (Eds.), (pp. Sociocultural influences and teacher education programs 223-246). Greenwich, CT: Information Age Publishing. Wan, W., Low, G. D., & Li, M. (2011). From students' and teachers' perspectives: Metaphor analysis of beliefs about EFL teachers' roles. 403-415. System, 39(3), Warschauer, M. (2006). . In J. Inman & B. Hewett (Eds.), Technology and English studies: (pp. 163-172). Mahwah, N.J.: Lawrence Erlbaum. Innovative professional paths Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. 702. Review of Educational Research, 79(2), Wigglesworth, G. (2000). Relating research and professional development: Assessment task design. 52-64. Prospect, 15, Williams, L., Abraham, L.B., & Bostelmann, E.D. (2014). A discourse-based approach to CALL training and professional development. 614-629. Foreign Language Annals, 47(4), Wright, T. (2009). Professional development for language teacher “Trainer development”: educators. In A. Burns, & J. C. Richards (Eds.), (pp. Second language teacher education 102-112). New York: Cambridge University Press. Yayli, D. (2012). Professional language use by pre-service English as a foreign language teachers in a teaching certificate program. Teachers and Teaching: Theory and Practice, 59-73. 18(1), Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. 1-12. System, 44(1),
Walker, R. (2003). Teacher development through communities of learning. In D.M. McInerney, & S. Van Etten (Eds.), Sociocultural influences and teacher education programs (pp. 223-246). Greenwich, CT: Information Age Publishing. Wan, W., Low, G. D., & Li, M. (2011). From students' and teachers' perspectives: Metaphor analysis of beliefs about EFL teachers' roles. System, 39(3), 403-415. Warschauer, M. (2006). . In J. Inman & B. Hewett (Eds.), Technology and English studies: Innovative professional paths (pp. 163-172). Mahwah, N.J.: Lawrence Erlbaum. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702. Wigglesworth, G. (2000). Relating research and professional development: Assessment task design. Prospect, 15, 52-64. Williams, L., Abraham, L.B., & Bostelmann, E.D. (2014). A discourse-based approach to CALL training and professional development. Foreign Language Annals, 47(4), 614-629. Wright, T. (2009). “Trainer development”: Professional development for language teacher educators. In A. Burns, & J. C. Richards (Eds.), Second language teacher education (pp. 102-112). New York: Cambridge University Press. Yayli, D. (2012). Professional language use by pre-service English as a foreign language teachers in a teaching certificate program. Teachers and Teaching: Theory and Practice, 18(1), 59-73. Yuan, R., & Lee, I. (2014). Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44(1), 1-12.
ProfessionalDevelopmentOfLanguageTeachers_SelectedReferences_31January2015.docx