The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism

Yüzlü, Muhammet Yaşar; Dikilitaş, Kenan

doi:10.1016/j.linged.2022.101080

Cited by 8 publications

(2 citation statements)

References 46 publications

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“…Relevant citing articles examined student teachers’ identity development (Lamote & Engels, 2010), beginning teachers’ identity tensions (Pillen et al, 2013), Chinese as a Foreign Language teacher identity negotiation and transformation (S. Yang & Han, 2022), EFL teachers’ identity reconstruction (Yüzlü & Dikilitaş, 2022). Other studies involved physical science teachers (Stears et al, 2012), and non-native English-speaking (NNES) teachers (Duran & Saenkhum, 2022; Park, 2012; Seo, 2023).…”

Section: Resultsmentioning

confidence: 99%

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Yan

2024

Sage Open

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This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved from the Web of Science database were identified for analysis using CiteSpace. The major findings are: (1) The publications have increased significantly from 2004 to 2021, there is a slight decline in recent 2 years. (2) Top contributing country, institution, and journal are the US, University of London, Teaching and Teacher Education respectively. (3) The top productive authors are Yuan Rui, Trent John, and Nazari Mostafa respectively, the top cited authors are Beijaard D, Gee JP, and Lave J. (4) TPI research has evolved in terms of multiple theoretical lens, diversity of discipline and participants, and methodological shift. (5) Emerging trends include teacher agency, positioning theory, and English-medium instruction (EMI) policy. This study has implications for future researchers.

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Section: Resultsmentioning

confidence: 99%

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Yan

2024

Sage Open

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“…In the work it was used the observation method. It allowed to determine more characteristic elements for this study based on researched aspects (Yüzlü & Dikilitaş, 2022). Consequently, the model was divided into three categories:…”

Section: Materials and Research Methodsmentioning

confidence: 99%

Rationale for a Conceptual Model of Teaching English for Special Purposes

Chernysh

Rubtsova

Nykonenko

et al. 2023

jltr

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Teachers’ professional and personal qualities and the latest information and communication technologies combined with student-centered teaching methods are the prerequisites for effective English language teaching. The study's objective is to design a conceptual model of active English language learning to be implemented in the course of professional training for technical specialists in academic settings. The conceptual model for teaching English for special purposes has been designed based on the descriptive method, scientific literature data analysis, and theoretical modelling technique. The method of expert evaluations was used to identify professionally significant research areas. Specific features of intensive learning technologies, which can be effectively combined in the learning process, have been identified. A modern interpretation of active learning in English as a generalized conceptual model of learning is presented. The established combination of intensive teaching methods and technologies can be used to teach English for Special Purposes at technical universities.

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The Potential of Developing Pedagogical Translanguaging in a Private University in Indonesia: A Study of Teachers’ Beliefs

Setyarini,

Jocuns

2024

Asia-Pacific Edu Res

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The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism

Cited by 8 publications

References 46 publications

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Rationale for a Conceptual Model of Teaching English for Special Purposes

The Potential of Developing Pedagogical Translanguaging in a Private University in Indonesia: A Study of Teachers’ Beliefs

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