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1	From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
	Urlaub, Per; Dessein, Eva
	In: L2 Journal, vol 14, iss 1 (2022)
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2	The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
	Azparren Legarre, Mª Paz
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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3	Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
	Gregory, Jolene Ruth. - : eScholarship, University of California, 2021
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4	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
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5	Preservice Teachers’ Use of Mathematics Tasks In Relation To Their Experiences With, Goals For, and Beliefs About English Learners
	de Araujo, Zandra; Smith, Erin; Ji Yeong, I.
	In: Faculty Publications (2021)
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6	The critical role of sources of efficacy information in a mandatory teacher professional development program : Implementation in a less privileged region of Indonesia
	Asih, Ria, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2021
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7	Russian language maintenance among multilingual teachers in Israeli educational settings
	Galina Putjata
	In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 1103-1125 (2021) (2021)
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8	Upper Elementary and Middle School U.S. Teachers’ Views of Grammar and Its Instruction
	Dole, Janice A; Nelson, Elizabeth Thackeray; Pahnke, Adrienne Lowe...
	In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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9	Culturally Collaborative Teaching: A Path Toward Black Student Learning
	Benton, J. Love
	In: All Antioch University Dissertations & Theses (2020)
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10	Mehrsprachigkeit in der Schule. "That is the problem." ...
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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11	Mehrsprachigkeit in der Schule. "That is the problem."
	Theus, Julia. - : Humboldt-Universität zu Berlin, 2020
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12	An Examination of the Use of Computer-Based Formative Assessments
	Sullivan, Patrick D
	In: Electronic Theses and Dissertations (2020)
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13	I Believe I Can Connect: Exploring Teachers' Relational Self-Efficacy and Teacher-Student Relationships
	Robinson, Carly Dolan. - 2020
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14	“I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs about Linguistics and their Choice to Major in Speech-Language Pathology
	Veyvoda, Michelle; Howerton-Fox, Amanda
	In: Excelsior: Leadership in Teaching and Learning (2020)
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15	Teachers’ beliefs about multilingual pedagogies and the role of initial training
	Portolés Falomir, Laura; Martí, Otilia. - : Taylor & Francis, 2020
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16	THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
	Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
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17	A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERSâ€™ BELIEFS AND PRACTICE
	Wan Noor Miza wan Mohd Yunus
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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18	Map, Foundations, Recipe, Burden: Teachers’ Conceptual Metaphors on Lesson Planning
	Alarcón, Paola; Díaz, Claudio; Tagle, Tania...
	In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 35, n. 4 (2019): Publicação continuada ; 1678-460X ; 0102-4450 (2020)
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19	Breaking down barriers: An analysis of pre-service health and physical education teachers’ beliefs and preparation for working with LGBTQ students
	McCaughey, Colin. - : Brock University, 2019
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20	Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
	Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019
	Abstract: Empirical thesis. ; Bibliography: pages 346-369. ; Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methodology and research design -- Chapter Four. Teachers' initial conceptions and beliefs -- Chapter Five. Teacher responses and attitudes to student data -- Chapter Six. Narrative case studies on teacher learning processes -- Chapter Seven. Discussion -- Chapter Eight. Conclusion -- References -- Appendices. ; How language teachers conceptualise their students' language learning environments, the teacher's roles within these environments, and the relationship between in-class and out-of-class learning in particular may significantly influence what teachers do in the classroom. ; This research explores language teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes as a consequence of an inquiry into students' language learning practices and environments. Teacher attitudes towards the inquiry process, the development of teacher beliefs about their students' learning environments, their subsequent actions in teaching, and their reconceptualisation of their roles are examined. This is achieved through a multiple case study design involving narrative and thematic analysis of multiple qualitative data sources using visual data, semi-structured face-to-face interviews, and reflective journals entries by the researcher. ; Teacher participants drew mind maps to represent their conceptualisation of a good language learning environment. Semi-structured interviews were also conducted with the teachers prior to and following their engagement with student survey responses and a mind map drawn by their students each pertaining to their language learning practices. In that way, teachers were encouraged to adopt a holistic view of international students' language learning practices and their language learning environments beyond the classroom from ecological perspectives. This research method also promoted a deeper understanding of student learning ecologies. ; Four key findings emerged from this research investigation. First, teachers varied in their conceptualisations of ideal student language learning practices and the necessary elements of a good language learning environment beyond the classroom. Second, the teacher inquiry with an ecological perspective prompted teachers to better understand students' language learning practices beyond the classroom using emerging issues from student data. Third, teachers' ecological views increased their awareness of the relationship between student out-of-class language learning and teaching through extensive reflective practice in the course of the inquiry. It also further guided teachers to develop their beliefs and teaching ideas on how to link in-class and out-of-class language learning experiences, and then to reconceptualise their role in student learning. As such, this study demonstrated that teacher learning occurred throughout the inquiry process while working collaboratively with the researcher. Fourth, the openness of the teacher towards learning from new information, the degree of teacher agency in practice, and the teacher's emotions appeared to shape differences in the development of beliefs and teaching actions as outcomes of teacher learning. ; Overall, this study suggests that teacher reflection on daily practices is effective for promoting their ecological perspectives of student language learning. Moreover, it is also effective in teacher inquiries into student learning to prompt reconsideration of student learning needs and their role in supporting student learning beyond the classroom. ; Based on its findings, this study contributes to an academic understanding of ecologies of language learning and teaching, particularly the role of teacher ecological practices. This is supported by an inquiry into student learning in relation to student learning ecologies. In addition, the empirical evidence showing the development of teacher cognition towards the reconceptualisation of the teacher's role in their situated contexts demonstrates the effective use of an ecological framework in teacher cognition research. ; Mode of access: World wide web ; 1 online resource (xvii, 431 pages) diagrams, tables
	Keyword: ecology of language learning; Language and languages -- Study and teaching -- Methodology; language learning beyond the classroom; Language teachers -- Attitudes; teacher beliefs; teacher cognition; teacher learning
	URL: http://hdl.handle.net/1959.14/1271644
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