Jenny Ching-Yee LIM. St Edmund Hall ...... Adamson, B., Kwan, T., & Chan, K.K. (2000) Changing the curriculum: The impact of reform on primary schooling in ...
UNIVERSITY OF OXFORD Social Sciences Division DEPARTMENT OF EDUCATION
A study of English language teachers’ professional learning at a time of curriculum reform in Hong Kong
Supervisor Professor Ian Menter
Master of Letters Jenny Ching-Yee LIM St Edmund Hall Summer 2015
Abstract In the context of a Hong Kong education reform implemented at the new senior secondary level (NSS) in 2009, this research investigates teachers of English as a Second Language (‘English language teachers’) working on subject-specific curriculum renewal. I first conducted two group interviews in summer 2010, at the end of the first year of the implementation of the new senior secondary curriculum in School A. Data from the main study traced this group of teachers into their second year of implementation: between October 2010 and April 2011 I spent a further six months carrying out extensive fieldwork in School A, including two months of intensive classroom observation of two senior secondary teachers of English, using photographs and teacher-talk transcription from classroom teaching to generate interview questions for stimulated recall interviews with the teachers. I also attended bi-weekly (every two weeks) collaborative curriculum design meetings during the entire period of fieldwork. A curriculum advisor employed by the school to work with teachers in designing the new curriculum and resources, as well as mentoring teachers in the context of the reform changes, met with me over three interviews. These enabled me to clarify the purposes of the curriculum innovation within the school, confirm the range of collaborative curriculum design activities on which the teachers were working, investigate how the curriculum changes were initiated, and cross-reference with data generated from other stimulated recall interviews and group interviews. The fieldwork enabled me to establish an understanding of the curriculum changes and innovation at the research site, and via probing questions using photographs and teacher-talk transcriptions I was also able to gain insight into teachers’ perceptions of issues related to curriculum change in a reform context. This examination of the psychological process of teacher change formed a window through which to examine the nature of teachers’ professional learning. The research followed the teachers at work at a time when reform was underway, and the study recorded a range of curriculum decision-making and curriculum changes. As a former teacher educator I was curious about how these teachers’ involvement with curriculum innovation had impacted on their professional learning. This research does not speculate about the kind of professional learning that might have taken place, and nor does it prescribe discrete psychological constructs, such as belief change, knowledge change or attitude change, in order to measure and justify the idea that professional learning had taken place. Rather, the overarching research question concerns how teacher change is relational to both the opportunities and constraints afforded by systemic reform (the ‘macro’ context), within the collaborative curriculum design team
at the institutional, subject-department level (the ‘meso’ context), and through teachers trying out new pedagogies via curriculum renewal and classroom teaching activities (the ‘micro’ context). Therefore, this research investigates the underlying psychological process of teacher change at a time of curriculum innovation and examines how teacher change is relational to the affordance in the ‘macro’, ‘meso’ and ‘micro’ environments, which are intrinsically linked to the totality of teachers’ professional learning (Opfer & Pedder, 2011). The positioning of teachers’ professional learning as affordance is a new conceptualisation offered by this research, using concepts that define professional learning as ‘afforded by’ and ‘relational to’ curriculum change and innovation (Gibson, 1979/1986; Stoffregen, 2000, pp.6–8). In addition, this research will utilise analytical procedures to reveal the ‘micro-level cognitive process’ of teachers’ professional learning (Evans, 2014), with a foundation of understanding the psychology of English language teachers grounded in a critical appraisal of previous studies in the sub-field of Language Teacher Cognition (Applied Linguistics). In summary, this research contributes not only locally to the education sector in Hong Kong and the research community in the Asian Pacific Rim, but through adopting a new conceptualisation and examining the psychological process of change of English language teachers enacting curriculum change and innovation, the study reports on findings that will also be relevant to the wider research community in English language teacher education and in-service professional development.
Table of Contents Chapter 1 Introduction and Background to the Study ........................................................................7 Section 1.1 Key terms explained: ‘macro’, ‘meso’, and ‘micro’ contexts ..................................................9 Section 1.2 Conceptual influence from studies in Language Teacher Cognition.....................................12 Section 1.3 Rationale: Micro-analysis of the process of teacher change ................................................17 Section 1.4 Conceptual framing: what is teacher change, and the unit of analysis (rather than adopting discrete pre-determined constructs) ......................................................................................................20 Section 1.5 Theoretical perspective: ‘affordances’ and the application of this theoretical concept to the research context of language teachers’ professional learning ..............................................................22 Section 1.6 Conceptual understanding: teacher meaning-making ........................................................28 Section 1.7 Research Gap one –the examining of teachers’ professional learning at a time of reform changes .................................................................................................................................................30 Section 1.8 Research Gap two – examining the psychological process of how teacher change evolves when teachers are engaging in curriculum renewal activities ...............................................................33 Section 1.9 Conclusion to Chapter 1 ......................................................................................................35 Chapter 2 Methodology: Research Design and Data Generation ....................................................38 Section 2.1 The two research questions ................................................................................................40 Section 2.1.1 The 1st research question .................................................................................................41 Section 2.1.2 The 2nd research question ................................................................................................42 Section 2.2 Research Design, Epistemological Orientation ...................................................................48 Section 2.2.1 The pilot study (2009) ...................................................................................................49 Section 2.2.2. Pilot Schools: School X and School Y ........................................................................... 51 Section 2.2.3 Fieldwork – Pilot Phase ................................................................................................ 54 Section 2.2.4 Reflecting from the Pilot Study ..................................................................................... 59
Section 2.3.The Main Study: Sampling and Selection of Research Participants......................................61 Section 2.3.1 On ‘purposeful sampling’ and ‘criterion sampling’.................................................. 61 Section 2.3.2 Reaching out to contacts, site and participant selection......................................... 62 Section 2.3.3.The Main Study. About School A...............................................................................63 Section 2.3.4. The Main Study: Consent from Teachers ................................................................ 65 Section 2.3.5. The Main Study: Consent from Pupils and Parents................................................. 70 Section 2.3.6. Data type matching two RQs.................................................................................. 72 Section 2.4.The Main Study: Research Period, Research Phases ............................................................79 Section 2.4.1. The Research Period ............................................................................................... 79 Section 2.4.2. The Main Study: Data Gathering/Generation Phase .............................................. 80 Section 2.4.3. School A: The Main Study: An Overview (including Pilot Phase) ............................ 84 Section 2.5. Data Generation Strategies and Data Elicitation Techniques .........................................86 Section 2.5.1. Execution of fieldwork: Group Interviews, Semi-structured Interviews and Stimulated Recall Interviews............................................................................................................................ 86 Section 2.5.2.Semi-structured interviews with two groups of English language teachers ........... 87 Section 2.5.3. 14 sessions of stimulated recall interviews were conducted with two teacher participants ....................................................................................................................................................... 88 Who is Nina? ................................................................................................................................. 96 Who is Lavin? ................................................................................................................................ 97 Section 2.5.4.Three semi-structured interviews with their Curriculum Advisor (April 2011) ........ 98 Who is Renee? ............................................................................................................................... 99 Section 2.5.5. Execution of fieldwork: Non-Participant Observation of Collaborative Curriculum Meetings...................................................................................................................................... 100 Section 2.5.6. Execution of field work: Non-Participant Classroom Observation......................... 108 Section 2.6. About the Researcher, and the Researcher’s Positioning ...............................................114 Section 2.6.1 The notion of insider research ............................................................................... 115 Section 2.6.2. The researcher is the instrument for analysis ....................................................... 118
Section 2.6.3. Strategies to handle insider research ................................................................... 120 Bracketing ...............................................................................................................................120 Reflexive ..................................................................................................................................121 Maintaining distance...............................................................................................................123 Section 2.7. Transition from Ch.2 Research Design to Ch.3 Data Analysis................................................124 Chapter 3. Methodology: Data Processing and Analysis ....................................................................126 Section 3.1. Teacher change through curriculum enactment ...................................................................128 Section 3.2. Analytical Tool: Teacher change through processing external messages .............................132 Section 3.3. Data Processing: Translation and Transcription ....................................................................137 Section 3.4. My approach to analysis........................................................................................................139 Section 3.4.1. What is this unit of work about? ‘Sneaker Street’ ................................................... 140 Section 3.5. Analytical procedure and measures to safeguard the quality of reporting...........................141 Section 3.6. Validity, Validation, and Verification Strategies ....................................................................150 Section 3.7. Conclusion to methodology ..................................................................................................159
Ch.4 Findings and Discussion...............................................................................................................163 Section 4.1. ‘Systematic processing’ – a new curriculum choice ...............................................................164 Section 4.2. Teacher change through enacting new curriculum choices ..................................................170 Section 4.3. Teacher-Designer: Becoming more practical through collaborative design.............................173 Section 4.4. Changing views about second language teaching ………………………………..…….......................180
Ch.5 Conclusion ..................................................................................................................................187 References .................................................................................................................................................194 Appendices ................................................................................................................................................195
Table of Diagrams Figure 1 Elements and Process in Language Teacher Cognition (Borg, 2003, p.82) ................................13 Figure 2. Data Generated from the Pilot Study (School X and School Y) .....................................................47 Figure 3. The Participant list: Pilot Study at School A (2009) .......................................................................61 Figure 4. The Participant list: Main Study at School A (2010 – 2011) ......................................................62 Figure 5. A table showing details of forms returned and signed, consent from pupils and parents ........64 Figure 6. A list of data types and their potential for revealing aspects of the two research questions ...66 Figure 7. Overview of the Research Phase at School A: Pilot Study, and Phases 1 - 3 in Main Study .......76 Figure 8. Overview of data collected at School A (total data generated including both pilot study and main study of School A) ...............................................................................................................................77 Figure 9. A range of discussion topics resulting from progressive, in-depth interviews with Nina .........81 Figure 10. A range of discussion topics resulting from progressive, in-depth interviews with Lavin..........82 Figure 11. A summary of topics in collaborative curriculum meetings (15 meetings): ..................................89 Figure 12. class observations and stimulated recall interviews (Nina) ....................................................90 Figure 13. Actual dates of non-participant class observations and stimulated recall interviews (Lavin) ......................................................................................................................................................................91 Figure 14. Conceptualisation of teachers’ professional learning ............................................................110 Figure 15. Comparing terms used in Opfer and Pedder (2011) and Clarke and Hollingsworth (2002) 114 Figure 16. Analytical tools I employed in this study.................................................................................119 Figure 17. A unit of work – Sneaker Street ...............................................................................................124 Figure 18. Tables showing my coding using ‘indicators of change’ to show the degree of teacher change ....................................................................................................................................................................127 Figure 19. Evaluating the trustworthiness of this study ..........................................................................131 Figure 20. Auditing of my coding using ‘Indicator of Change’.................................................................132 Figure 21. Auditing of Translation and Transcription.............................................................................133
References Adamson, B., Kwan, T., & Chan, K.K. (2000) Changing the curriculum: The impact of reform on primary schooling in Hong Kong. (Eds.) Hong Kong: Hong Kong University Press. Adamson, B., & Morris, P. (1998). Primary schooling in Hong Kong. In L. Hargreaves & J. Moyles (Eds.) The primary curriculum: Learning from international perspectives London: Routledge, pp. 181-204. Adamson. B. & Tong, A.S.Y. (2008) Leadership and Collaboration in Implementing Curriculum Change in Hong Kong Secondary Schools. Asia Pacific Education Review, 9 (2), pp. 180-189. Adamson. B. & Walker, E. (2011) Messy collaboration: Learning from a Learning Study. Teaching and Teacher Education, 27 (1), pp. 29–36. Akkerman, S., Admiraal, W., Brekelmans, M. & Oost, H (2008) Auditing quality of research in social sciences. Quality & Quantity, 42 (2), pp. 257 – 274. Allen, M.H., Matthews, C.E. & Parsons S.A. (2013) A second-grade teacher’s adaptive teaching during an integrated science-literacy unit. Teaching and Teacher Education, 35, pp. 114 – 125. Avalos, B. (2011) Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, pp. 10 – 20. Bakah, M.A.B. , Voogt, J.M. & Pieters, J.M. (2012) Curriculum reform and teachers’ training needs: the case of higher education in Ghana. International Journal of Training and Development, 16 (1), pp. 67 – 76. Bakkenes, I., Vermung, J.D. & Wubbels, T. (2010) Teacher learning in the context of educational innovation: learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, pp. 533 – 548. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practicebased theory of professional education. In L. D. Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass. Barcelos, A.F. & Kalaja, P. (2011) Editorial: Introduction to belief about Second Language Acquisition (SLA) revisited. System, 39, pp. 281 – 289. Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, pp. 282 – 295.
Beijaard, D., Korthagen, F., & N. Verloop (2007) Understanding how teachers learn as a prerequisite for promoting teacher learning. Teachers and Teaching: Theory and Practice, 13 (2), pp. 105 – 108. Beyer, C.J. & Davis, E.A. (2012) Developing preservice elementary teachers’ pedagogical design capacity for reform-based curriculum design. Curriculum Inquiry, 42 (3), pp. 386 – 413. Bielaczyc, K. (2013) Informing Design Research: Learning From Teachers’ Designs of Social Infrastructure. Journal of the Learning Sciences, 22 (2), pp. 258 – 311. Billett, S. (2013) Recasting transfer as a socio-personal process of adaptable learning. Educational Research Review, 8, pp. 5 – 13. Black, P., & William, D. (2012) Assessment for learning in the classroom. In J. Gardner (ed.) Assessment and learning. London: Sage, pp. 11 – 32. 2nd ed. Bodycott, P. (2004) Blurred Visions on a Landscape of Reform: Teacher Education in Hong Kong, Asia Pacific Journal of Education, 24 (1), pp. 13-28. Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27, pp. 19 – 31. Borg, S. (2003) Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching, 36, pp. 81 – 109. Borg, S. (2006) Teacher cognition and Language Education. Research and Practice. London: Continuum. Borg, S. (2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39, pp. 370 – 380. Borg, S. (2012) Current Approaches to Language Teacher Cognition Research: A Methodological Analysis. In R. Barnard & A. Burns (Eds.) Researching language teacher cognition and practice. Bristol: Multilingual Matters, pp. 11 – 29. Borko, H., & Putnam, R. (1995) Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. Guskey & M. Huberman (Eds.) Professional development in education: New paradigms and practices. New York: Teachers College Press. Bosson, M.S. , Hessels, M.G.P., Hessels-Schlatter, C., Berger, J-L, Kipfer, N,M & Buchel, F.P. (2010) Strategy acquisition by children with general learning difficulties through metacognitive training. Australian Journal of Learning Difficulties, 15 (1), pp. 13 – 34. Breen, M.P. (1991) Understanding the language teacher. In R.Philipson, E. Kellerman, L. SElinker, M.Sharwood Smith and M.Swain (Eds.) Foreign/ Second Language Pedagogy Research. Clevedon, UK: Multilingual matters, pp. 213- 233.
British Education Research Association (BERA) (2004) Revised ethnical guidelines for educational research, downloaded on 5 March 2010 http://www.bera.ac.uk/files/guidelines/ethica1.pdf, pp. 1 – 13.
at
Bronhorst, L.H., Meijer, P.C. Koster, B., Vermunt, J.D. (2011) Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education, 27, pp. 1120 – 1130. Burns, A. (1996) starting all over again: From teaching adults to teaching beginners. In D. Freeman & J.C. Richards (Eds.) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp. 154 – 177. Burns, A. & Knox, J.S. (1996) Classrooms as Complex Adaptive Systems: A Relational Model. TESLEJ: The Electronic Journal for English as a Second Language, 15 (1), pp. 1 – 25. Carless, D. (1997a) A case study of curriculum implementation in Hong Kong. System, 26, pp. 353368. Carless, D. (1997b) Managing systemic curriculum change: a critical analysis of Hong Kong's targetoriented curriculum initiative. International Review of Education, 43(4), pp.349 - 366. Carless, D. (1999) Perspectives on the cultural appropriacy of Hong Kong’s Target-Oriented Curriculum (TOC) initiative. Language, Culture and Curriculum 12 (3), pp. 238–254 Carless, D. (2003) Factors in the implementation of task-based teaching in primary schools. System, 31, pp. 485–500. Carless, D. (2004) Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools . TESOL Quarterly, 38 (4), pp. 639-662. Carless, D. (2005) Prospects for the implementation of assessment for learning, Assessment in Education: Principles. Policy & Practice, 12(1), pp.39-54. Carless, D. (2007a) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, pp. 595–608. Carless, D. (2007b) Learning‐oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), pp. 57-66. Carless, D. & Dimmock, C. (2001) The Principal and Curriculum Change: A Hong Kong Case Study. Asia Pacific Journal of Education, 21(1), pp. 30 – 44. Carless, D. & Harfitt, G. (2013) Innovation in secondary education: a case of curriculum reform in Hong Kong. In K. Hyland & L. Wong (Eds.) Innovation and Change in English Language Education, pp. 172 – 185. Carless, D. & Walker, E. (2006) Effective Team Teaching between Local and Native-speaking English Teachers, Language and Education, 20(6),pp. 463-477.
Chemero, A. (2000) What events are. Ecological Psychology, 12 (1), pp. 37 - 42. Chemero, A. (2003) An outline of a theory of affordances. Ecological Psychology, 15 (2), pp. 181 – 195. Cheng, Y.C. (2000) Cultural Factors in Educational Effectiveness: A framework for comparative research, School Leadership & Management: Formerly School Organisation, 20 (2), pp 207-225. Cheng, Y.C. & Walker, A. (2008) When reform hits reality: the bottleneck effect in Hong Kong primary schools. School Leadership and Management, 28 (5), pp. 505 – 521. Cheng, Y.C. (2008) New Learning and school leadership: paradigm shift towards the third wave. In J. MacBeath & Y.C. Cheng (Eds.) Leadership for Learning: International Perspectives. Netherlands: Sense Publishers. Choy, P.L. & Tan, S.Y.F (2009) Teacher commitment trends: cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25, pp. 767 – 777. Clarke, A., & Collins, S. (2007). Complexity science and student teacher supervision. Teaching and Teacher Education, 23, 160–172. Clarke, D., & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18 (8), pp. 947 – 967. Cochran-Smith, M. & Lytle, S.L. (1999) Ch.8. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education, 24, pp. 249 – 305. Coniam, D. (2009) Investigating the quality of teacher-produced tests for EFL (English as a foreign language) students and the effects of training in test development principles and practices on improving test quality. System, 37, pp. 226 – 242. Connelly, F.M. (2013) Joseph Schwa, curriculum, curriculum studies and educational reform. Journal of Curriculum Studies, 45 (5), pp. 622 – 639. Creswell, J.W. & Miller, D.L. (2000) Determining Validity in Qualitative Inquiry. TheoryInto Practice, 39 (3), pp. 124-130. Crotty, M. (1998) The Foundations of Social Research Meaning and Perspective in the Research Process. London: Sage. Daniels, H. (2008) Vygotsky and Research. Abingdon: Routledge. Davis, E., Beyer, C., Forbes, C.T. & Stevens, S. (2011) Understanding pedagogical design capacity through teachers’ narratives. Teaching and Teacher Education, 27 (5), pp. 797 – 810. Davison, C. (2013) Innovation in Assessment: Common Misconception and Problems. In K. Hyland & L. Wong (Eds.) Innovation and Change in English Language Education, pp. 263 – 276.
Dean, D. (2008) Genre Theory: Teaching, Writing and Being. Urbana, IL: National Council of Teachers of English. de Bot, K., (2008) Introduction: second language development as a dynamic process. Modern Language Journal, 92, pp. 166-178. De Costa, P.I. (2011) Using language ideology and positioning to broaden the SLA learner beliefs landscape: the case of an ESL learner from China. System, 39, pp. 347 – 358. Deketelaere, A. & Kelchtermans, G. (1996) Collaborative Curriculum Development: An encounter of different professional knowledge systems. Teachers and Teaching: theory and practice, 2 (1), pp. 71 – 85. Deng, Z. (2007) Transforming the subject matter: Examining the intellectual roots of pedagogical content knowledge. Curriculum Inquiry, 37 (3), pp. 279 – 295. Deng, Z. (2011). Revising curriculum potential. Curriculum Inquiry, 41 (5), pp. 538 – 559. Denzin, N.K. & Lincoln, Y.S. (1994) (Eds.) Handbook of Qualitative Research. Thousand Oaks, California: Sage. Denzin, N.K. & Lincoln, Y.S. (2000) (Eds.) Handbook of Qualitative Research. Thousand Oaks, California: Sage. 2nd ed. Denzin, N.K. & Lincoln, Y.S. (2011) (Eds.) The SAGE Handbook of Qualitative Research. Thousand Oaks, California: Sage. 4th ed. Devitt, A., Reiff, M.J., & Bawarshi, A. (2004) Scenes of writing: Strategies for composing with genres. London: Longman. Dewey, J. (1910). How we think. Boston: Heath & Co. Doppenberg, J.J., den Brok, P.J.& Bakx, W.E.A. ( 2012) Collaborative teacher learning across foci of collaboration: perceived activities and outcomes. Teaching and Teacher Education, 28, pp. 899 – 910. Drake, C., & Sherin, M.G. (2006) Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36 (2), pp. 153 – 187. Dreier, O (1999) Personal Trajectories of Participation across Contexts of Social Practice. Outlines: Critical Practice Studies, 1 (1), pp. 5 – 32 Edwards, A. and MacKenzie, L. (2005) Steps Towards Participation: the social support of learning trajectories. International Journal of Lifelong Education, 24 (4), pp 287-302. Edwards, A. & Mackenzie, L. (2008) Identity Shifts in Informal Learning Trajectories. In B. van Oers, W. Wardekker, E.Elbers, R van der Veer (Eds.) The Transformation of Learning
Advances in Cultural-Historical Activity Theory. Cambridge: Cambridge University Press. pp. 163 – 181. Evans, L. (2011) The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), pp. 851–870. Evans, L. (2014) Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2),pp. 179-198. Fernandez Toledo, P. (2005) Genre analysis and reading of English as a foreign language: Genre schemata beyond text typologies. Journal of Pragmatics, 37, pp. 1059 – 1079. Feryok, A. (2008) An Armenian English language teacher’s practical theory of communicative language teaching. System, 36 (2), pp. 227 – 240. Feryok, A. (2010) Language teacher cognition: Complex dynamic systems? System, 38 (2), pp. 272 – 279. Feryok, A. (2013) Multidimensional language performance in training teachers for secondary content instruction through English. System, 41 (1), pp. 15-24. Fetzer, A. (2010) Contexts in context. Micro meets macro. In S.K., Tanskanen, M.L., Helasvuo, M.Johansson, Raitaniemi, M (Eds.) Discourses in Interaction. London: John Benjamins Publishing, pp. 13 – 31. Firkins, A., Forey, G., & Sengupta, S. (2007) Teaching writing to low proficiency EFL students. ELT Journal, 61 (4), pp. 341 – 352. Fishman, B.J., Marx, R.W., Best, S. & Tal, R.T. (2003) Linking teacher and pupil learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, pp. 643 – 658. Flick, U. (2007) Managing Quality in Qualitative Research. London: Sage. Flick, U. (2008) An introduction to Qualitative Research. London: Sage. 4th ed. Freebody, P. (2003) Qualitative Research in Education: Interaction and Practice. London: Sage. Freeman, D. (1996) The ‘unstudied problem’: Research on teacher learning in language teaching. In D. Freeman and Jack C. Richards (Eds). Teacher Learning in Language Teaching. New York: Cambridge University Press. pp. 351–377. Freeman, D. (2013) Teacher thinking, learning and identity in the process of educational change. In K.Hyland & L. Wong (Eds.) Innovation and Change in English Language Education, pp. 123 - 136. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the teacher education. TESOL Quarterly, 32(3), pp. 397 - 417.
knowledge--‐base of language
Gass, S.M. & Mackey, A. (2000) Stimulated Recall Methodology in Second Language Research. New Jersey: Lawrence Erlbaum Associates. Gatbonton, E. (1999) Investigating experienced ESL teachers’ pedagogical knowledge. The Modern Language Journal, 83, pp. 35 – 50. Genhard, J.G. (1996) Teaching English as a foreign language: A teacher self-development and methodology. Ann arbor: The university of Michigan press. Gibson, J.J. (1979/1986) The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum Associates,Inc. (Original work published 1979) Glazer, E.M. & Hannafin, M.J. (2006) The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22, pp. 179 – 193. Gomm, R. (2008) Social Research Methodology: A Critical introduction. London: Palgrave Macmillan. 2nd ed. Goodlad, J. I., & Associates. (1979). Curriculum inquiry: The study of curriculum practice. New York: McGraw-Hill. Graham, L. & Bellert, A. (2005) Reading comprehension difficulties experienced by pupils with learning disabilities. Australian Journal of Learning Disabilities, 10 (2), pp. 71- 78. Graham, S. & Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. The Language Learning Journal, 35 (2), pp. 153 – 173. Gregoire, M. (2003) Is it a challenge or a threat? A dual process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 14 (2), pp. 147 – 179. Guskey, T. R. (1985) Staff development and teacher change. Educational Leadership, 42 (7), pp. 57 – 60. Guskey, T. R. (1986) Staff development and the process of teacher change. Educational Researcher, 15 (5), pp. 5 - 12. Guskey, T. R. (2002) Professional development and teacher change. Teachers and Teaching: theory and practice, 8 (3), pp. 381 – 391. Halldén, O, Haglund, L., & Strömdahl, H. (2007) Conceptions and contexts: on the interpretation of interview and observational data. Educational Psychologist, 42 (1), pp. 25 – 40. Halliday, M.A.K. (1978) Language as social semiotic: the social interpretation of language and meaning. London: Arnold. Halliday, M.A.K. (1993) Towards a language-based theory of learning. Linguistics and Education, 5, pp. 93 – 116.
Hallinger, P. (1998) Educational change in Southeast Asia The challenge of creating learning systems. Journal of Educational Administration, 36 (5), pp. 492-509. Hammersley, M. (2010) Reproducing or constructing? Some questions about transcription in social research. Qualitative Research, 10 (5), pp. 553 – 569. Hammersley, M. (2014): On ethical principles for social research, International Journal of Social Research Methodology, pp. 1 – 17. Hatch, T., Ahmed, D., Lieberman, A., Faigenbaum, D., White, M. E., & Pointer-Mace, D. H. (Eds.). (2005). Going public with our teaching: An anthology of practice. New York: Teachers College Press. Havnes, A. (2009) Talk, planning and decision-making in interdisciplinary teacher teams: a case study. Teachers and Teaching, 15 (1), pp. 155 – 176. Hellawell, D. (2006) Inside–out: analysis of the insider–outsider concept as a heuristic device to develop reflexivity in students doing qualitative research. Teaching in Higher Education, 11(4), pp. 483-494. Hemelsoet, E. (2014) Positioning the educational researcher through reflections on an autoethnographical account: on the edge of scientific research, political action and personal engagement, Ethics and Education, 9(2), pp.220-233. Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. & Bergen, T (2008) Mapping mentoring teachers’ roles in mentoring dialogues. Educational Research Review, 3, pp. 168 – 186. Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. & Bergen, T. (2010) Uncovering contents of mentor teachers’ interactive cognitions during mentoring dialogues. Teaching and Teacher Education, 26, pp. 201 – 214. Hoban, G. F. (2002). Teacher Learning for Educational Change. Maidenhead, UK: Open University Press. Hoekstra, A., Brekelmans, M., Beijaard, D. & Korthagen, F. (2009) Experienced teachers’ informal learning: Learning activities and changes in behaviour and cognition. Teaching and Teacher Education, 25, pp. 663 – 673. Huberman, M. (1995) Networks that alter teaching: conceptualizations, exchanges and experiments. Teachers and Teaching: Theory and Practice, 1(2), pp. 193 – 211. Huizinga, T., Handelzalts, A., Nieveen, N. & Voogt, J.M. (2014) Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46 (1), pp. 33 – 57. Hyland, K. (2003) Genre-based pedagogies: A social responses to process. Journal of Second Language Writing, 12 (1), pp. 17 - 29.
Hyland, K. (2007) Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16 (3), pp. 148 – 164. Hyland, K., & Wong, L. (2013). Innovation and Change in English Language Education (Eds.). Abingdon: Routledge. Johnson, B. (2003) Teacher collaboration: good for some, not so good for others. Educational Studies, 29, pp. 337 – 350. Johnson, K.E. (2009) Second Language Teacher Education: A Sociocultural Perspective. Routledge, New York. Johnson, K.E. & Freeman, D. (2001) Teacher Learning in Second Language Teacher Education: A Socially-Situated Perspective . Review Brasileira de Lingüística Aplicada, 1 (1), pp. 53-69. Johnson, K.E. & Golombek, P.R. (2003) “Seeing” Teacher Learning. TESOL Quarterly, 37 (4), pp. 29 – 737. Johnson, M. & Kirschner, B. (1996) The challenges of school/university partnerships. Introduction, Theory Into Practices, 25 (1), pp. 146 – 148. Johnson-Glenberg, M.C. (2000) Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies. Journal of Educational Psychology, 92 (4), pp. 772 – 782. Johnson-Glenberg, M.C. (2005) Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading & Writing. 18, pp. 755 – 786. Jorg, T., Davis, B. & Nickmans, G. (2007) Towards a new, complexity science of learning and education, Educational Research Review, 2, pp. 145 – 156. Junker, J.H. (2004) The field work situation: social roles for observation. In C. Seale (ed.) Social Research Methods: A Reader. London: Routledge, pp. 221 – 225. Justi, R. & van Driel, J. (2006) The use of the interconnected model of teacher professional growth for understanding the development of science teachers’ knowledge on models and modelling. Teaching and Teacher Education, 22, pp. 437 – 450. Kang, S. (2004) Using visual organizers to enhance EFL (English as a foreign language) instruction. ELT Journal, 58 (1), pp. 58 – 61. Kennedy, C. (1987). Innovating for a change: teacher development and innovation. ELT Journal 41(3), pp.163–170. Kennedy, C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics 9(4), pp.329–342.
Kennedy (1996). Teacher attitudes and change implementation. System 24(1), pp. 351–360. Kennedy, C. (1997). Training trainers as change agents. In I. McGrath (Ed.), Learning to train: Perspectives on the development of language teacher trainers. Hemel Hempstead: Prentice Hall, 127–139. Kennedy, C. (2013) Models of Change and Innovation. In K. Hayland & L. Wong (Eds.) Innovation and Change in English Language Education. Abingdon: Routledge, pp. 13 – 27. Kennedy, C. & Kennedy, J. (1988). Teacher attitudes and change implementation. System, 24 (3), pp. 351-360. Kessels, J.W.M. (1999) A relational approach to curriculum design. In J. J. H. Van den Akker, R. M. Branch, K. L. Gustafson, N. Nieveen and T. Plomp (Eds.) Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic, pp. 59–70. Kiely, R. & Davis , M. (2010) From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research, 14 (3), pp. 277 – 295. Köhler, W. (1973). The Mentality of Apes. London: Routledge and Kegan Paul. Korthagen, F. A. J. & Kessels, J. P. A. M. (1999) Linking theory and practice: changing the pedagogy of teacher education. Educational Researcher, 28(4), pp. 4–17. Korthagen, F. A. J. & Lagerwerf, B. (2001) Teachers’ professional learning: how does it work? In F. A. J. Korthagen, J. Kessels, B. Koster, B. Lagerwerf & T. Wubbels (Eds.) Linking Practice and Theory, the Pedagogy of Realistic Teacher Education. New Jersey: Lawrence Erlbaum Associates. Korthagen B.A.J. and Vasalos, A. (2005) Levels in reflection: core reflection as a means to enhance professional growth. Teacher and Teaching: Theory and Practice, 11 (1), pp. 47 – 71. Kotovsky, K., Hayes, J.R., & Simon, H.A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, pp. 248–294. Krull, E., Oras, K. & Sisask, S. (2007) Differences in teachers’ comments on classroom events as indicators of their professional development. Teaching and teacher Education, 23, pp. 1038 – 1050. Kubanyoiva, M. (2012) Teacher development in action. Understanding language teachers’ conceptual change. Palgrave Macmillan, Basingstoke. Kvale, S. (2007) Doing Interviews. London: Sage. Kwakman, K. (2003) Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19 (2), pp. 149 – 170. Lam, C.C. (2003). The romance and reality of policy-making and implementation: A case study of the Target-Oriented Curriculum in Hong Kong. Journal of Education Policy, 18(6), pp. 41–65.
Lam, C.C., Alviar-Martin, T., Adler, S.A. & Sim, J.B.Y. (2013) Curriculum integration in Singapore: teachers’ perspectives and practice. Teaching and Teacher Education, 31, pp. 23– 34. Lapadat, J.C. (2000) Problematizing transcription: purpose, paradigm and quality. International Journal of Social Research Methodology, 30 (3), pp. 203 – 219. Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), pp. 141 ‐165. Larsen-Freeman, D., & Cameron, L. (2007). Complex Systems and Applied Linguistics. Oxford: Oxford University Press. Law , E.H.F., Galton, M. & Wan, S.W.Y. (2007) Developing Curriculum Leadership in Schools: Hong Kong perspectives. Asia-Pacific Journal of Teacher Education, 35 (2), pp.143-159. Lawrence, J.A. & Valsiner, J. (2003) Making personal sense: an account of basic internalization and externalization processes. Theory & Psychology, 13, pp. 723 – 752. Lewis, J. D. (2009) Redefining Qualitative Methods: Believability in the Fifth Movement. International Journal of Qualitative Method, 8 (2), pp. 1 – 14. Lai, M.H. & Lo, L. N. K. (2007) Teacher professionalism in educational reform: the experiences of Hong Kong and Shanghai, Compare: A Journal of Comparative and International Education, 37(1) pp. 53-68. Lai, E. & Cheung, D. (2013) Implementing a new senior secondary curriculum in Hong Kong: instructional leadership practices and qualities of school principals. School Leadership & Management: Formerly School Organisation, 33(4), pp. 322-353. Lévi-Strauss, C. (1968) The Savage Mind (Original text: ou La «passion de l’inceste». Introduction au structuralisme). Chicago: University of Chicago Press. Lieberman, A. & Pointer Mace, D.H. (2008) Teacher learning: the key to education reform. Journal of Teacher Education, 59 , pp. 226 – 235. Lieberman, A. & Pointer Mace, D.P. (2010) Making practice public: teacher learning in the 21st century. Journal of Teacher Education, 61 (77), pp. 77 – 88. Lieberman, A., & Miller, L. (1984). Teachers: Their world and their work. Alexandria, VA: Association for Supervision and Curriculum Development. Lieberman, A., & Miller, L. (Eds.) (2001). Teachers caught in the action: Professional development that matters. New York: Teachers College Press. Lieberman, A., & Miller, L. (2008). Teachers in professional communities: Improving teaching and learning. New York: Teachers College Press.
Lieberman, A., & Wood, D. (2000). Inside the National Writing Project: Connecting networklearning and classroom teaching. New York: Teachers College Press. Lim, J. (2013) Book Review: Teacher development in action. Understanding language teachers’ conceptual change. Kubanyiova, M. (2012). Basingstoke: Palgrave Macmillan. Book Review published at System, 41 (3), pp. 882 – 884. Lim, J. (2014) Book Review: Innovation and Change in English Language Education. Hyland, K. and Wong, L. (2013). Abingdon: Routledge (Eds). Book Review published at System, 44, pp. 152-154. Lim, J. (2015) Book Review: Researching language teacher cognition and practice. Barnard, R. & Burns, A. (2012) Bristol: Multilingual Matters (Eds.) Book Review published at System, 49, pp. 163165. Lincoln, Y,S. & Guba, E.G. (1985) Naturalistic Inquiry. Beverly Hills, Calif.: Sage. Lincoln, Y,S. & Guba, E.G. (1986) But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. In D.D. Williams (ed) Natralistic Evaluation. New Directions for Program Evaluation. No. 30. San Francisco: Jossey-Bass. Lincoln, Y.S. & Guba, E.G. (2000) Ch.6. Paradigmatic Controversies, Contradictions, and Emerging Confluences. In N.K. Denzin & Y.S. Lincoln (Eds.) Handbook of Qualitative Research. Thousand Oaks, California: Sage. 2nd ed., pp. 163 – 188. Linell, P. (1990) The power of dialogue dynamics. In I. Markowa & K. Foppa (Eds.) The Dynamics of Dialogue. New York: Harvester Wheatsheaf, pp. 147 – 177. Linell, P. (1998) Approaching Dialogue: Talk, Interaction and Contexts in Dialogical Perspectives. The Netherlands: John Benjamins Publishing. Linell, P. (2005) Essentials of Dialogism. Aspects and Elements of a Dialogical Approach to Language, Communication and Cognition. Available from: (Accessed 17 July 2010). Linell, P. (2009) Rethinking Language, Mind and World Dialogically. Interactional and Contextual Theories of Human Sense-Making. The United States: Information Age Publishing. Luttenberg, J., Imants, J. & van Veen, K. (2013) Reform as ongoing positioning process: the positioning of a teacher in the context of reform. Teachers and Teaching: Theory and Practice, 19, (3), pp. 293 – 310. Mangubhai, F., Marland, P., Dashwood, A., & Son, J.B. (2004) Teaching a foreign language: One teacher’ practical theory. Teaching and teacher Education, 20, pp. 291 – 311. Mason, L. (2007) Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: is it feasible? Educational Psychologist, 42 (1), pp. 1 – 7.
Marková, I., Linell, P., Grossen, M. & Orvig, A.S. (2007) Dialogue in Focus Groups. Exploring Socially Shared Knowledge. London: Equinox Publishing. Matusov, E. (2007). In Search of ‘the Appropriate’ Unit of Analysis for Sociocultural Research. Culture & Psychology, 13(3), pp. 307–333. Maxwell, J.A. (1996) Qualitative research design: An interactive approach. London: Sage. 2nd ed. Maxwell, J.A. (2013) Qualitative research design: An interactive approach. London: Sage. 3rd ed. McLellan, E., MacQueen, K.M. & Neidig, J.L. (2003) Beyond the Qualitative Interview: Data Preparation and Transcription. Field Methods, 15 (1), pp. 63 – 84. Meirink, J.A., Meijer, P.C. & Verloop, N. (2007) A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching, 13 (2), pp. 145 – 164. Meirink, J.A., Meijer, P.C., Verloop, N. & Bergen, T.C.M. (2009) Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, pp. 89 – 100. Mena Marcos, J.J. & Tillema H. (2006) Studying studies on teacher reflection and action: An appraisal of research contribution. Educational Research Review, 1, pp. 112 – 132. Mena Marcos, J.J., Sanchez, E. & Tillema H. (2009) Teacher reflection on action: what it said (in research) and what is done (in teaching), Reflective Practice: International and Multidisciplinary Perspectives, 10 (2), pp. 191 – 204. Mercer, N. (2007) Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change. Educational Psychologist, 42 (1), pp. 75 – 78. Miles, Huberman, and Saldaña (2014) Qualitative Data Analysis. A Methods Sourcebook. Thousand Oak, California: Sage. 3rd ed. Morris, P. (1995) The Hong Kong school curriculum. Hong Kong: Hong Kong University Press. Morris, P. (2000) The commissioning and decommissioning of curriculum reforms: the career of the Target-Oriented Curriculum. In B. Adamson, T. Kwan & K. K. Chan (Eds.) Changing thecurriculum: the impact of reform on Hong Kong’s primary schools. Hong Kong: Hong Kong University Press, pp. 21–40. Morris, P. (2002) Promoting curriculum reforms in the context of a political transition: an analysis of Hong Kong’s experience. Journal of Education Policy, 17(1), pp. 13–28. Morse, J.M., Barrett, M., Mayan, M., Olson, K. & Spiers, J. (2002) Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Method, 1 (2), pp. 13 – 22.
Mossop, B. (2007) The translator’s intervention through voice selection. In J. Munday (ed.) Continuum Studies in Translation. Translation as Intervention. London: Continuum International Publishing, pp. 18 – 37. Nakata, Y. (2014) Insider-Outsider perspective: revisiting the conceptual framework of research methodology in language teacher education. International Journal of Research & Method in Education, 38(2), pp. 166-183. Negueruela-Azarola, E. (2011). Beliefs as conceptualizing activity: a dialectical approach for the second language classroom. System, 39 (3), pp. 359–369. Nielsen, D.C. & Barry, A.L. & Staab, P.T. (2008) Teachers’ reflections of professional change during a literacy-reform initiative. Teaching and Teacher Education, 24, pp. 1288 – 1303. Nielsen, B.L. (2012) Science teachers’ meaning-making when involved in a school-based professional development project. Journal of Science Teacher Education, 23, pp. 621 – 649. Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press. Oosterheert, I.E. & Vermunt, J.D. (2001) Individual differences in learning to teach: relating cognition, regulation and affect. Learning and Instruction, 11, pp. 133 – 156. Opfer, V.D. & Pedder, D. (2010) Access to Continuous Professional Development by teachers in England. The Curriculum Journal, 21(4), pp. 453-471. Opfer, V.D. & Pedder, D. (2011) Conceptualizing teacher professional learning. Review of Educational Research, 81 (3), pp. 376 – 407. Opfer, V.D. & Pedder, D. (2013) Teacher change and changing teachers via professional development. In C. McLaughlin (Ed.) Teachers Learning Professional Development and Education. The Cambridge Teacher Series. Cambridge: Cambridge University Press, pp. 93 – 117. Opfer, V.D., Pedder, D.G. & Lavicza, Z. (2011) The role of teachers’ orientation to learning in professional development and change: a national study of teachers in England. Teaching and Teacher Education, 27 (2), pp. 443 – 453. Orafi, S.M.S. & Borg, S. (2009) Intentions and realities in implementing communicative curriculum reform. System, 37, pp. 243 – 253. Pajares, M.F., (1992) Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, pp. 307 - 322. Paltridge, B. (1995) Analyzing genre: a relational perspective. System. 23(4), pp. 503 – 511. Paltridge, B. (1996) Genre, text type, and the language learning classroom. ELT Journal, 50 (3), pp. 237 – 243.
Paltridge, B. (2013) Genre and English for Specific Purposes. In B. Partridge & S. Starfield (Eds.), The Handbook of English for Specific Purposes. (pp. 347 – 366) Oxford: John Wiley & Songs, Inc. Paris, C.L. (1993) Teacher Agency and Curriculum Making in Classrooms. New York: Teacher College Press. Patton, M.Q. (1990) Qualitative research & evaluation methods. Thousand Oaks, Calif. ; London : Sage. 2nd ed. Patton, M.Q. (2002) Qualitative research & evaluation methods. Thousand Oaks, Calif. ; London : Sage. 3rd ed. Pearson, S. (2007) Preparing for inclusive education: the pre-course experiences of prospective secondary school teachers on a UK-based training course. Journal of Research in Special Educational Needs, 7 (2), pp. 124 – 135. Pedder, D. & Opfer, V.D, (2013) Professional learning orientations: patterns of dissonance and alignment between teachers’ values and practices, Research Papers in Education, 28(5), pp. 539570. Peng, J-E. (2011) Changes in language beliefs during a transition to tertiary study: the mediation of classroom affordances. System, 39, pp. 314 – 324. Penlington, C. (2008) Dialogue as a catalyst for teacher change: a conceptual analysis. Teaching and Teacher Education, 24, pp. 1304 – 1316. Pepin, B., Gueudet, G. & Trouche, L. (2013a). Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: Two contrasted case studies in France and Norway. ZDM—The International Journal on Mathematics Education, 45 (5), pp. 685 – 698. Pepin, B., Gueudet, G. & Trouche, L. (2013b). Re-sourcing teachers’ work and interactions: A collective perspective on resources, their use and transformation. ZDM—the International Journal on Mathematics Education, 45 (7), pp. 929 – 943. Peräkylä, A. (2004) Reliability and validity in research based on naturally occurring social interaction. In D.Silverman (ed.) Qualitative Research. Issues of Theory, Method and Practice. 2nd ed., pp. 283 - 304. Peräkylä, A. (2005) Analyzing talk and text. In N.K. Denzin & Y.S. Lincoln. (eds.) The SAGE Handbook of Qualitative Research. London: Sage Publications. 3rd ed, pp, 869 – 886. Peräkylä, A. (2011) Validity in research on naturally occurring social interaction. In D.Silverman (ed.) Qualitative Research. Issues of Theory, Method and Practice. 3rd ed., pp. 365 – 382. Peräkylä, A. & Ruusuvuori, J. (2011) Analyzing talk and text. In N.K. Denzin & Y.S. Lincoln. (eds.) The SAGE Handbook of Qualitative Research. London: Sage Publications. 4th ed, pp, 529 - 543.
Perryman, J. (2011) The return of the native: the blurred boundaries of insider/outsider research in an English secondary school, International Journal of Qualitative Studies in Education, 24(7), pp.857-874. Phillips, D. (2008) Making a difference: Harry Judge, teacher education, the university, and the schools. Oxford Review of Education, 34 (3), pp. 271 – 274. Phipps, S. & Borg, S. (2009) Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37( 3), pp. 380-390 Poland, B.D. (1995) Transcription quality as an aspect of rigor in qualitative research. Qualitative Inquiry. 1 (3), pp. 290 – 310. Pomerantz, A. (2005) Using participants’ video-stimulated comments to complement analyses of interactional practices. In H.T. Molder & J. Potter (Eds.) Conversation and Cognition. Cambridge: Cambridge University Press. Pomerantz, A. & Mandelbaum, J.(2005) Conversation analytical approach to the relevance and use of relationship categorizes in interaction. In L. K. Fitch & R.E. Sanders (Eds.) Handbook of Language and Interaction. New Jersey: Lawrence Erlbaum Associates, pp. 149 – 171. Pong W.Y. & Chow, J.C.S. (2002) On the pedagogy of examinations in Hong Kong. Teaching and Teacher Education, 18 (2), pp. 139 – 149. Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66 (2), pp. 211 – 227. Punch, K.F. & Oancea, A. (2014) Introduction to Research Methods n Education. London: Sage. 2nd ed . Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75 (2), pp. 211–246. Remillard, J. T. (2012). Modes of engagement: Understanding teachers’ transactions with mathematics curriculum resources. In G. Gueudet, B. Pepin & L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development. New York: Springer, pp. 105 – 122. Remillard, J. T. (2013). Commentary Paper: Examining resources and re-sourcing as insights into teaching. ZDM—The International Journal on Mathematics Education, 45 (7), pp. 925 – 927. Remmik, M., & Karm, M. (2012) Novice university teachers’ professional learning: To follow traditions or change them? Studies for the Learning Society, 2 – 3, pp. 121 – 131. Rhodes, C. (2000) Ghostwriting Research: Positioning the Researcher in the Interview Text. Qualitative Inquiry, 6 (4), pp. 511 – 525. Richards, J.C. (1996) Teachers’ maxims in language teaching. TESOL Quarterly, 30, pp. 281 – 296.
Richards, J.C. (2008) Second Language Teacher Education Today. RELC Journal. 39 (2), pp. 158 – 177. Richards, L. (2009) Handling Qualitative Data. A Practical Guide. London: Sage. 2nd ed. Richards, L. (2015) Handling Qualitative Data. A Practical Guide. London: Sage. 3rd ed. Robson, C. (2002) Real World Research. Oxford: Blackwell. 2nd ed. Rosaen, C.L., Carlisle, J.F., Mihocko, E., Melnick, A. & Johnson, J. (2013) Teachers learning from analysis of other teachers’ reading lessons. Teaching and Teacher Education, 35, pp. 170 – 184. Salomon, G. & Perkins, D.N. (1998) Individual and social aspects of learning. Review of Research in Education, 23, pp. 1 – 24. Schepens, A., Aelterman, A., Van Keer, H. (2007) Studying learning processes of pupil teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and Teacher Education, 23, pp. 457 – 472. Schnellert, L.M., Butler, D.L., & Higginson, S.K. (2008) Co-constructors of data, coconstructors of meaning: teacher professional development in an age of accountability. Teaching and Teacher Education, 24, pp. 725 – 750. Schubert, W.H. (2010) Essay reviews. Journeys of expansion and synopsis: tensions in books that shaped curriculum inquiry, 1968 – present. Curriculum Inquiry, 40 (1), pp. 17 – 94. Schwab, J.J. (2013). The practical: a language for curriculum. Journal of Curriculum Studies, 45 (5), pp. 591 – 621. Seale, C. (2004) Social Research Methods: A Reader. London: Routledge. Sfard, A. (1998) On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2), pp 4 – 13. Sfard, A. (2001) There is more to discourse than meets the ears: looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46 (1/3), pp. 13 – 57. Sfard, A. & Kieran, K. (2001) Cognition as Communication: Rethinking learning-by-taking through multi-faceted analysis of pupils’ mathematical interactions. Mind, Culture and Activity, 8 (1), pp. 42 – 76. Sfard, A. (2005) Essay Review of dialogicality and social representations: the dynamic of mind by I. Markova. Human Development, 48, pp. 363 – 370.
Sfard, A. (2008) Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge: Cambridge University Press. Shawer, S.F. (2010) Classroom-level curriculum development: EFL (English as a foreign language) teachers as curriculum-developers, curriculum-makers, and curriculum transmitters. Teaching and Teacher Education, 26, pp. 173 – 184. Sherin, M.G. & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41 (4), pp. 467 – 500. Shulman, L. S. (1986a). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), pp.4-14. Sidnell, J. (2010) Conversation Analysis. An Introduction. West Sussex: Wiley-Blackwell Skidmore, D. (2006) Pedagogy and Dialogue. Cambridge Journal of Education, 36 (4), pp. 503 – 514. Smith, D.B. (1996) Teacher decision making in the adult ESL classroom. In D. Freeman & J.C. Richards (Eds.) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp. 197 – 216. Snyder, J., Bolin, F., & Zumwalt, K. (1992) Curriculum Implmentation. In P.W. Jackson (ed.) Handbook of research on curriculum. New York: Macmillan, pp. 402 – 435. So, W.M.W., & Lee T.H.T. (2011) Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18 (4), pp. 417-432. Stake, R. (2008) Qualitative Case Studies. In N.K. Denzin & Y. Lincoln (Eds.) Strategies of Qualitative Inquiry. London, Sage. 3rd ed. pp. 119 – 150. Stark, S. & Torrance, H. (2005) Case study. In B. Somekh & C. Lewin (Eds.) Research Methodsin the Social Sciences. London: Sage, pp. 33 – 40. Starks, H. and Trinidad, S.B. (2007) Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory. Qualitative Health Research, 17(10), pp. 1372 – 1380. Stoffregen, T.A. (2000). Affordances and Events. Ecological Psychology, 12 (1), pp. 1 – 28. Stoffregen, T.A. (2003). Affordances as properties of the animal-environment system. Ecological Psychology, 15 (2), pp. 115 – 134. Talja, S. (1999) Analyzing qualitative interview data: the discourse analytic method. Library and Information Science Research, 2 (4), pp. 459-477.
Tang, Y.F.S. & Choi, P.L. (2009) Teachers’ professional lives and continuing professional development in changing times. Education Review, 61 (1), pp. 1 – 18. Ten Have, P. (2007) Doing Conversation Analysis: Ideas and Evidence in CA Research. London: Sage. Thompson, I. (2015) Designing Tasks in Secondary Education . Enhancing subject understanding and student engagement. Abingdon: Routledge. Thompson, I. (2015b) Ch.1 . Introduction: tasks, concepts and subject knowledge. In I.Thompson (ed) Designing Tasks in Secondary Education. Enhancing subject understanding and student engagement. Abingdon: Routledge. pp. 3 – 12. Thompson, I. (2015c) Ch.6 Communication, culture, and conceptual learning. Task design in English classroom. In I.Thompson (ed) Designing Tasks in Secondary Education. Enhancing subject understanding and student engagement. Abingdon: Routledge. pp. 86 – 106. Tomlinson, B. (2013). Innovation in Materials Development. In K.Hyland & L. Wong (Eds.) Innovation and Change in English Language Education, pp. 203 – 217. Tong, S.Y.A. (2010) Lessons learned? School leadership and curriculum reform in Hong Kong. Asia Pacific Journal of Education, 30(2), pp. 231-242. Trent, J. & Lim, J. (2010) Teacher identity construction in school-university partnerships: Discourse and practice. Teachers and Teacher Education, 26 (8), pp. 1609 – 1618. Tsui, A.B.M. (2009) Distinctive qualities of expert teachers. Teachers and Teaching: theory and practice, 15(4), pp. 421-439. Tsui, A.B.M. & Ng, M.M.Y. (2009) Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing. Journal of Teacher Education, 61(4), pp. 364 – 375. Tufford, L. & Newman, P. (2012) Bracketing in Qualitative Research. Qualitative Social Work , 11 (1), pp. 80-96. Valsiner, J. (2000) Data as representations: contextualizing qualitative and quantitative research strategies. Social Science Information, 39, pp. 99 – 113. Valsiner (2001a) Comparative Study of Human Cultural Development. Madrid: Fundacion Infancia y Aprendizaje. Valsiner, J. (2001b) Process structure of semiotic mediation in human development. HumanDevelopment, 44, pp. 84 – 97. Valsiner, J. (2002) Forms of dialogical relations and semiotic auto-regulation within the self. Theory & Psychology, 12, pp. 251 – 265. Valsiner, J. (2009) Constructing the vanishing present between the future and the past. Infancia y Aprendizaje. Special Issues: Mechanisms of Cognitive Change, pp. 1 – 13.
Valsiner, J. & Rosa, A. (2007) The Cambridge handbook of sociocultural psychology (Cambridge handbooks in Psychology). Cambridge: Cambridge University Press. van Lier, L. (2004a). The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic. Van Lier, L. (2004b) The semiotics and ecology of language learning. Utbildning & Demokrati , 13 (3), pp. 79–103. Van Lier, L. (2008) Ch. 42. Ecological-semiotic perspectives on educational linguistics. In B.Spolsky & F.M. Hult (Eds.) The Handbook of Educational Linguistics. Malden: Blackwell publishing, pp. 596 – 605. Van Widenfelt, B.M., Treffers, P.D.A., de Beurs, E., Siebelink, B.M. & Koudijs, E. (2005) Translation and Cross-Cultural Adaptation of Assessment Instruments Used in Psychological Research with Children and Families. Clinical Child and Family Psychology Review, 8 (2), pp. 135 – 147. Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., de Vries, B (2011) Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27, pp. 1235 – 1244. Walker, A (2004) Constitution and Culture: Exploring the deep leadership structures of Hong Kong Schools. Discourse: Studies in the Cultural Politics of Education,25 (1),pp. 75 — 94. Walker, E. (2007) A Teacher Educator's Role in an Asia-derived Learning Study. Studying Teacher Education: A journal of self-study of teacher education practices, 3 (1), pp. 103-114. Waters, A. (2005) Expertise in teacher education: Helping teachers to learn. In K. Johnson (ed.) Expertise in second language learning and teaching. Basingstoke: Palgrave Macmillan, pp. 201 – 229. Waters, A. (200) Managing innovation in English language education. Language Teaching, 42, pp. 421 – 458. Webb, R., Vulliamy, G., Ha¨ma¨la¨inen, S., Sarja, A., Kimonen, E. & Nevalainen, R. (2004) A comparative analysis of primary teacher professionalism in England and Finland. Comparative Education, 40(1), pp. 83–107. Wette , R. (2009) Making the instructional curriculum as an interactive, contextualized process: case studies of seven ESOL teachers. Language Teaching Research, 13 (4), pp. 337 – 365. Wette, R., (2010) Professional knowledge in action: how experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints. System 38, pp. 569 - 579. Witterholt, M., Goedhart, M., Suhre, C., & van Streun, A. (2012) The interconnected model of professional growth as a means to assess the development of a mathematics teacher. Teaching and Teacher Education, 28, pp. 661 – 674.
Wong, M.W. (2007) Assessment for learning and teacher development: the experience of three Hong Kong teachers. Teacher Development: An international journal of teachers' professional development, 11 (3), pp. 295-312. Woods, D. (1996) Teacher Cognition in Language Teaching: Beliefs, Decision Making and Classroom Practice. Cambridge University Press, Cambridge. Woods, D. (2009) Review of teacher cognition and language education: research and practice. The Canadian Modern Language Review, 65, pp. 511 - 513. Woods, D. & Çakır, H. (2011) Two dimensions of teacher knowledge: the case of communicative language teaching. System, 39 (3), pp. 381–390. Yuan, R. & Lee, I. (2014) Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, pp. 1 - 12. Zwart. R.C., Wubbels, T., Bergen, T.C.M. & Bolhuis, S. (2007) Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching, 13 (2), pp. 165 – 187. Zwart, R.C, Wubbels, T, Bolhuis, S., & Bergen, T.C.M. (2008) Teacher learning through reciprocal peer coaching: An analysis of activity sequences. Teaching and Teacher Education, 24, pp. 982 – 1002.
