1. Ahn, K. (2011). Learning to teach under curricula reform: The practicum experience in South Korea. In K.E Johnson & P.R. Golombek, Research on second language teacher education: A sociocultural perspective on professional development (pp. 239-254). New York: Taylor & Francis. 2. Akbari, R. & Yazdanmehr, E. (2014). A critical analysis of the selection criteria of expert teachers in ELT. Theory and practice in language studies, 4 (8), 1653-1658. [ DOI:10.4304/tpls.4.8.1653-1658] 3. Allwright, R. L. (2003). Exploratory Practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113–141. [ DOI:10.1191/1362168803lr118oa] 4. Ary, D., Jacobs, L. C., & Sorensen, Ch. (2010). Introduction to research on education. Belmont: Wadsworth. 5. Atai, M. R., & Mazlum, F. (2013).English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24 (3), 389-411. [ DOI:10.1080/09585176.2012.744327] 6. Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education, 10, 483-497. [ DOI:10.1016/0742-051X(94)90002-7] 7. Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum. 8. Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press. 9. Danafar, A., & P. Derakhshan. (2003). Investigation of factors contributing to high school students' English academic achievement in Yazd. Tehran, Iran: Ministry of Education. 10. Dunn, W. (2011).Working toward social inclusion through concept development in second language teacher education. In K.E Johnson & P.R. Golombek, Research on second language teacher education: A sociocultural perspective on professional development (pp. 50-65). New York: Taylor & Francis. 11. Freeman, R. D. (1996). Dual-language planning at Oyster Bilingual School: "It's much more than language". TESOL Quarterly, 30 (3), 557-582. [ DOI:10.2307/3587698] 12. Freeman, D., & Johnson, D. (1998).Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, 397-418. [ DOI:10.2307/3588114] 13. Fullan, M. G. (1995). The limits and the potential of professional development. In T.R. Guskey & M. Huberman, Professional development in education: New paradigms and practices (pp. 253-267). New York: Teachers College Press. 14. Hayati, A.M., & A. Mashhadi. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34 (1), 24–42. [ DOI:10.1075/lplp.34.1.02hay] 15. Jahangard, A. (2007). Evaluation of the EFL materials taught at Iranian high schools. The Asian EFL Journal, 9 (2), 130–50. 16. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Taylor & Francis. 17. Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns & J. C. Richards, The Cambridge guide to second language teacher education (pp. 20-30). New York: Cambridge University Press. 18. Johnson, K. E., & Golombek, P. R. (2011).Research on second language teacher education: A sociocultural perspective on professional development. New York: Taylor & Francis. 19. Johnston, B. (2009). Collaborative teacher development. In A. Burns & J. C. Richards, The Cambridge guide to second language teacher education (pp. 241-250). New York: Cambridge University Press. 20. Kiany, Gh., Mirhosseini, A., & Navidinia, H. (2011). Foreign language education policies in Iran: Pivotal macro considerations. Journal of English Language Teaching and Learning, 53 (222), 49-70. 21. Lodico, M.G., Spaulding, D.T., & Voegtle, K.H. (2006). Methods in educational research: From theory to practice. San Francisco: Jossey-Bass. 22. Mohammadi, J., & R. Rashidi. (2002). Investigating English teaching quality in high schools of Najaf Abad. Amuzeh (Teaching) 13, 44–51. 23. Patton, M. Q. (1998). Qualitative research and evaluation methods. [3rd Edition]. CA: Sage Publications. 24. Pishghadam, R., & Saboori, F. (2014).A socio-cultural study of language teacher status. International Journal of Society, Culture & Language, 2(1), 63-72. 25. Poehner, P.M. (2009). Drafting a new chapter on critical friends groups: Exploring teacher learning from a Vygotskian perspective (Doctoral Dissertation, The Pennsylvania State University). 26. Quiocho, A., & Stall, P. (2008). Nclb and teacher satisfaction. Leadership, 37(5), 20-24. 27. Riazi, A. (2005). The four language stages in the history of Iran. In A.M.Y. Lin & P.W. Martin, Decolonization, globalization: Language-in-education policy and practice (pp. 98–114). Clevedon, UK: Multilingual Matters. 28. Riazi, A., & Mosalanejad, N. (2010). Evaluation of learning objectives in Iranian high school and pre-university English textbooks using Bloom's taxonomy. The Electronic Journal for English as a Second Language, 13 (4), 1–16. 29. Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33 (1), 1-35. [ DOI:10.1177/003368820203300201] 30. Richardson, V. (1997).Constructivist teaching and teacher education: Theory and practice. In V. Richardson, Constructivist teacher education: Building new understandings (pp.3-15).London: The Falmer Press. 31. Richardson, V. (1997).Constructivist teacher education: Building new understandings. London: The Falmer Press. 32. Smith, L.C. (2005). The impact of action research on teacher collaboration and professional growth. In D. J. Tedick, Second language teacher education: International perspectives (pp. 199-215). New Jersey: Lawrence Erlbaum Associates Publishers. 33. Smith, C., & Gillespie, M. (2007). Research on professional development and teacher change: Implications for adult basic education. In J. Comings, B. Garner & C. Smith (Eds.), Review of adult learning and literacy: Connecting research, policy, and practice (Vol. 7, pp. 205-244). Mahwah, NJ: Lawrence Erlbaum Associates. 34. Tarone, E., & Allwright, D. (2005). Second language teacher learning and student second language learning: Shaping the knowledge base. In D. J. Tedick, Second language teacher education: International perspectives (pp. 5-23). New Jersey: Lawrence Erlbaum Associates Publishers. 35. Tedick, D. J. (2005). Second language teacher education: International perspectives. New Jersey: Lawrence Erlbaum Associates Publishers. 36. Tharp, R., & Gallimore, R. (1988) Rousing Minds to Life. Cambridge, England: Cambridge University Press. 37. Ur, P. (2013). Language-teaching method revisited. ELT Journal, 6 (4), 468-474. [ DOI:10.1093/elt/cct041] 38. Waters, A. (2012). Trends and issues in ELT methods and methodology. ELT Journal, 66 (4), 440-449. [ DOI:10.1093/elt/ccs038] 39. Yoshida, T. (2011). Moodle as a meditational space: Japanese EFL teachers' emerging conceptions of curriculum. In K.E Johnson & P.R. Golombek, Research on second language teacher education: A sociocultural perspective on professional development (pp. 136-153). New York: Taylor & Francis.
|