Supervisory Strategies in Core Reflection-driven Discussions for EFL Teachers’ Professional Development
DOR: 20.1001.1.23223898.2021.9.36.3.9
Subject Areas :
Neda
Ashraafi
1
(English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Mohammadreza
Talebinejad
2
(English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Mohsen
Shahrokhi
3
(English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Keywords: l,
Abstract :
l.
Adams, R., Kim, Y. M., & Greene, W. L. (2013). Actualizing core strengths in new teacher development. In F. A. J. Korthagen, Y. M. Kim, & W. L. Greene (Eds.), Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 61–75). New York: Routledge.
Boniwell, I. (2012). Positive psychology in a nutshell: The science of happiness. Maidenhead, U.K.: Open University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Clarke, V. & Braun, V. (2014) Thematic analysis. In T. Teo (Ed.), Encyclopedia of Critical Psychology (pp. 1947-1952). New York: Springer.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66, 46-53.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10, 2128.
Dewey, J. (1993). How we think: a re-statement of the relation of reflective thinking to the education process. DC. Heath, & Co, Boston.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
Hoekstra, A., & Korthagen, F. A. J. (2011). Teacher learning in a context of educational change: Informal learning versus systematic support. Journal of Teacher Education, 62, 76–92.
Impedovo, M. A., & Malik, S. K. (2016). Becoming a Reflective In-Service Teacher: Role of Research Attitude. Australian Journal of Teacher Education, 41(1), 6.
Khazaeenezhad, B., Tavakoli, M., & Amirian, Z. (2018). Core Reflection as a Way Towards Integrating Theoretical Knowledge and Pedagogical Practice in the Iranian Context: The Case of Prospective Language Teachers. Teaching English Language, 12(1), 61-87.
Khoshsima, H., Shirnejad, A., Farokhipour, S., & Rezaei, J. (2016). Investigating the role of experience in reflective practice of Iranian language teachers. Journal of Language Teaching and Research, 7(6), 1224-1230.
Korthagen, F. A. J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In L. Orland-Barak & C. J. Craig (Eds), International teacher education: Promising pedagogies (Part A) (pp. 73–89). Bingley, U.K.: Emerald.
Korthagen, F.A.J. (2016). Pedagogy of teacher education. In J. Loughran & M.L. Hamilton (Eds.), International handbook of teacher education, Volume 1 (pp. 311-346). Singapore: Springer Science.
Korthagen, F. A. J. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers & Teaching: Theory and Practice, 23(4), 387–405.
Korthagen, F. A. J., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher-student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 40, 22– 32.
Korthagen, F. A., Kim, Y. M., & Greene, W. L. (Eds.). (2013). Teaching and learning from within: A core reflection approach to quality and inspiration in education. Routledge.
Korthagen, F.A.J. & Nuijten, E.E. (2017). Core reflection approach in teacher education. In: J. Lampert (Ed.), Oxford research encyclopedia of education (pp. 189-206) New York: Oxford University Press.
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11(1), 47– 71.
Korthagen F.A.J., Vasalos A. (2010) Going to the Core: Deepening Reflection by Connecting the Person to the Profession. In N. Lyons (Ed), Handbook of reflection and reflective inquiry (pp. 529-552). Boston, MA: Springer.
Le Nguyen, K. D., & Fredrickson, B. L. (2017). Positive emotions and well-being. In D.S. Dunn (Ed.), Positive psychology: Established and emerging issues (pp. 29-45). USA: Routledge.
Loughran, J., Keast, S., & Cooper, R. (2016). Pedagogical reasoning in teacher education. In J. Loughran, & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 387–421). Singapore: Springer.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23, 586-601.
Lyons, N. (2010). Handbook of reflection and reflective inquiry. New York: Springer.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: theory, practice, and research. The Modern Language Journal, 103(1), 262-274.
Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design. [2nd Edition]. Routledge.
Marzban, A., & Ashraafi, N. (2016). Assessing reflective thinking skills in EFL/ESL instructors based on differences in graduation degree and nationality. Reflective Practice, 17(6), 681-693.
Riazi, A. M. (2017). Mixed methods research in language teaching and learning. NY: Equinox Publishing.
Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage.
Ruit, P., Korthagen, F., & Schoonenboom, J. (2019). The impact of working with core qualities on primary school pupils’ wellbeing. Educational and Child Psychology, 36(3), 7-17.
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5), 410.
Turunen, T. A., & Tuovila, S. (2012). Mind the gap. Combining theory and practice in a field experience. Teaching Education, 23(2), 115-130.
Zohrabi,M.,& Yousefi,M.(2016). The relationship between reflective teaching, willingness to communicate, and intrinsic motivation of Iranian advanced learners. International Journal on Studies in English Language and Literature, 4(2).12-28.
Zwart, R. C., Korthagen, F. A., & Attema-Noordewier, S. (2015). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579-596.
