Cited in:


This article has been cited by:

  1. 1
    María Matilde Olivero, Multilingualism in an EFL Practicum: Increasing Student Teachers’ Pedagogical Knowledge, TESOL Journal, 2015, 6, 2
  2. 2
    Min,Chan Kyoo, 박성근, English teacher education in Korea: Retrospect and prospect, English Teaching, 2013, 68, 2, 153


  3. 3
    Christina Huhn, In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation, Foreign Language Annals, 2012, 45, s1
  4. 4
    Yuly Asención Delaney, Research on Mentoring Language Teachers: Its Role in Language Education, Foreign Language Annals, 2012, 45, s1
  5. 5
    Krista S. Chambless, Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning, Foreign Language Annals, 2012, 45, s1
  6. 6
    JOANNE BURNETT, Two Case Studies of Secondary Language Teaching: A Critical Look at the Intersection of Management and the Local and Social Realities that Shape our Classrooms, The Modern Language Journal, 2011, 95,
  7. 7
    Cynthia P. Fraga-Cañadas, Beyond the Classroom: Maintaining and Improving Teachers' Language Proficiency, Foreign Language Annals, 2010, 43, 3
  8. 8
    Ayşe Eser Başyurt Tüzel, Sumru Akcan, Raising the language awareness of pre-service English teachers in an EFL context, European Journal of Teacher Education, 2009, 32, 3, 271


  9. 9
    Enza Antenos-Conforti, How Far Is Georgia?: New Jersey's Teachers of Italian Evaluate Their Preparation, Foreign Language Annals, 2008, 41, 3
  10. 10
    JOHN L. WATZKE, Foreign Language Pedagogical Knowledge: Toward a Developmental Theory of Beginning Teacher Practices, The Modern Language Journal, 2007, 91, 1
  11. 11
    Marcia L. Wilbur, How Foreign Language Teachers Get Taught: Methods of Teaching the Methods Course, Foreign Language Annals, 2007, 40, 1