The International Research Foundation

for English Language Education

TEACHER KNOWLEDGE: SELECTED REFERENCES

(Last updated 14 February 2017)

Andrews, S. (1997). Metalinguistic knowledge and teacher explanation. Language Awareness, 6,

147-161.

Andrews, S., & McNeil, A. (2005). Knowledge about language and the ‘good language teacher’.
In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159-178).
New York, NY: Springer.

Bailey, C. L., Tanner, M. W., Henrichsen, L. E., & Dewey, D. P. (2013). The knowledge,
experience, skills, and characteristics TESOL employers seek in job candidates. TESOL
Journal, 4(4), 772–784. doi: 10.1002/tesj.110

Banks, F., Leach, J., & Moon, B. (1999). New understanding of teachers’ pedagogic knowledge.
In J. Leach & B. Moon (Eds.), Learners and pedagogy (pp. 89-110). London, UK: Paul
Chapman.

Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.

Bartels, N. (1999). How teachers use their knowledge of English. In H. Trappes-Lomax & I.
McGrath (Eds.), Theory in language teacher education (pp. 46-56). London, UK:
Prentice Hall.

Baurain, B. (2012). Beliefs into practice: A religious inquiry into teacher knowledge. Journal of
Language, Identity & Education, 11(5), 312–332. doi:10.1080/15348458. 2012.723576

Borg, S. (2005). Experience, knowledge about language and classroom practice in grammar
teaching. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp.
325–340). New York, NY: Springer.

Calderhead, J. (1988). The development of knowledge structures in learning to teach. In J.

Calderhead (Ed.), Teachers’ professional learning (pp. 51-64). London, UK: The Falmer
Press.

Calderhead, J. (1991). The nature and growth of knowledge in student teaching. Teaching and
Teacher Education, 5, 531-535.

Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Ed.),

Handbook of research on teacher education (pp. 291-310). New York, NY: Macmillan.

Carter, K., & Doyle, W. (1987). Teachers’ knowledge structures and comprehension processes.
In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 147-160). London, UK: Cassell.

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Web: www.tirfonline.org / Email: [email protected]
 The International Research Foundation
for English Language Education

Cochran, K. F., & Jones, L. L. (1998). The subject matter knowledge of preservice science
teachers. In B. Fraser & K. Tobin (Eds.), International handbook of science education
(pp. 707-718). Dordrecht, The Netherlands: Kluwer.

Cochran-Smith, M, & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New
York, NY: Teachers College Press.

Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of
knowing: Relevance for teaching and learning. In E. Eisner (Ed.) Learning and teaching
ways of knowing: The eighty-fourth yearbook of the National Society for the Study of
Education (pp. 174-198). Chicago: University of Chicago Press.

Connelly, F. M., & Clandinin, D. J. (1995). Personal and professional knowledge landscapes: A
matrix of relations. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers professional
knowledge landscapes (pp. 25-35). New York, NY: Teachers College Press.

De Felice, D., & Lypka, A. (2013). The knowledge base in second language teacher education.
De linguis, 11(2). Retrieved from
http://delinguis.dgenp.unam.mx/home/volumenes/volumen-11/articulo-02

Elbaz, F. (1981). The teacher’s “practical knowledge”: A report of a case study. Curriculum
Inquiry, 1(1), 43–71.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London, UK: Croom Helm.

Farahnaz, F. (2011). Points of departure: Developing the knowledge base of ESL and FSL
teachers for K-12 programs in Canada. Canadian Journal of Applied Linguistics / Revue
canadienne de linguistique appliquee, 14(1), 29–49.

Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws
(Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New
York, NY: Macmillan.

Francis, D. (1995). The reflective journal: A window to preservice teachers’ practical

knowledge. Teaching and Teacher Education, 11, 229-41.

Freeman, D. (1994). Educational linguistics and the knowledge base for teaching. In J. E. Alatis
(Ed.), Language, communication, and social meaning (pp. 180-197). Washington, DC:
Georgetown University Press.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach.
Language Teaching, 35, 1-13.

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 The International Research Foundation
for English Language Education

Freeman, D., & Johnson, K. E. (2005). Towards linking teacher knowledge and student learning.
In D. J. Tedick (Ed.), Language teacher education: International perspectives on
research and practice (pp. 73-95). Mahwah, NJ: Lawrence Erlbaum.

Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional
knowledge. London, UK: Routledge.

Gatbonton, E. (1999). Investigating experienced ESL teachers’ pedagogical knowledge. Modern

Language Journal, 83, 35-50.

Gatbonton, E. ( 2000). Investigating experienced ESL teachers' pedagogical knowledge.

Canadian Modern Language Review, 56, 585– 616.

Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL

Quarterly, 32, 447-464.

Golombek, P. (2009). Personal practical knowledge in L2 education. In A. Burns & J. Richards

(Eds.), The Cambridge guide to second language teacher education (pp. 155-162). New
York, NY: Cambridge University Press.

Grimmett, P. P., & Mackinnon, A. M. (1992). Craft knowledge and the education of teachers.
Review of Research in Education, 18, 385-456.

Grossman, P. L. (1989). A study in contrast: Sources of pedagogical content knowledge for

secondary English. Journal of Teacher Education, 40, 24-31.

Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter
knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning
teacher (pp. 23-36). Oxford, UK: Pergamon.

Gutierrez Almarza, G. (1996). Student foreign language teacher’s knowledge growth. In

D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching
(pp. 50 78). Cambridge, UK: Cambridge University Press.

Habermas, J. (1971). Knowledge and human interests. London, UK: Heinemann.

Harmer, J. (2012). Essential teacher knowledge: Core concepts in English language teaching.
Harlow, UK: Pearson.

Harrington, H. (1994). Teaching and knowing. Journal of Teacher Education, 45, 190-198.

Hashweh, M. Z. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical

content knowledge. Teachers and Teaching, 11, 273-292.

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177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: [email protected]
 The International Research Foundation
for English Language Education

Johnston, B., & Geottsch, K. (2000). In search of the knowledge base of language teaching:
Expectations by experienced teachers. The Canadian Modern Language Review, 56, 437-
468.

Kourieos, S. (2014). The knowledge base of primary EFL teachers - pre-service and in-service
teachers' perceptions. Journal of Language Teaching and Research, 5(2), 291-300.

Leung, C. (2004). Developing formative teacher-based assessment: Knowledge, practice, and

change. Language Assessment Quarterly, 1, 19-41.

McCutchen, D., Abbot, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quinroga, T.,
& Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher
practice, and student learning. Journal of Learning Disabilities, 35, 69-86.

Meijer, P. C., Zanting, A., & Verloop, N. (2002). How can student teachers elicit experienced
teachers’ practical knowledge? Tools, suggestions, and significance. Journal of Teacher
Education, 53, 409-419.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Mitchell, R., Brumfit, C., & Hooper, J. (1994). Knowledge about language: Policy, rationales,
and practices. Research papers in education, 9, 183-205.

Mitchell, R., & Hooper, J. (1992). Teachers’ views of language knowledge. In C. James & P.
Garrett (Eds.), Language awareness in the classroom (pp. 40-50). London, UK:
Longman.

Moats, L. C., & Lyon, G. R. (1996). Wanted: Teachers with knowledge of language. Topics in
Learning Disabilities, 16, 73-86.

Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V.
Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington,
DC: American Educational Research Association.

Olson, M. R., & Craig, C. J. (2005). Uncovering cover stories: Tensions and entailments in the
development of teacher knowledge. Curriculum Inquiry, 35, 161-182.

Pinho, A. S., & Andrade, A. I. (2009). Plurilingual awareness and intercomprehension in the
professional knowledge and identity development of language student teachers.
International Journal of Multilingualism, 6(3), 313-329.

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177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: [email protected]
 The International Research Foundation
for English Language Education

Popko, J. (2005). How MA TESOL students use knowledge about language in teaching ESL
classes. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 387-
403). New York, NY: Springer.

Reynolds, M. C. (Ed.). (1989). Knowledge base for the beginning teacher. Oxford, UK:
Pergamon.

Sariscany, M. J., & Pettigrew, F. (1997). Effectiveness of interactive video instruction on

teachers’ classroom management declarative knowledge. Journal of Teaching in Physical
Education, 16, 229-240.

Segall, A. (2004). Revising pedagogical content knowledge: The pedagogy of content/the

content of pedagogy. Teaching and Teacher Education, 20, 489-504.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57, 1-22.

Spada, N., & Massey, M. (1992). The role of prior pedagogical knowledge in determining the
practice of novice ESL teachers. In J. Flowerdew, M. Brock, & S. Hsia (Eds.),
Perspectives on second language teacher education (pp. 23-37). Hong Kong: City
Polytechnic.

Tibi, S. (2015). Language knowledge and self-efficacy of pre-service teachers in the United Arab
Emirates: An exploratory study. Arab Journal of Applied Linguistics,1(1), 74-96.

Woods, D., & Çakir, H. (2011). Two dimensions of teacher knowledge: The case of
communicative language teaching. System, 39, 381-390. doi:
10.1016/j.system.2011.07.010

Zeichner, K. M., Tabachnick B. R., & Densmore, K. (1987). Individual, institutional, and
cultural influences on the development of teachers’ craft knowledge. In J. Calderhead
(Ed.), Exploring teachers’ thinking (pp. 21-59). London, UK: Cassell.

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177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: [email protected]