2010. ‘The design and evolution of the BA Educational Studies (TESOL) programme: perspectives from Leeds’ in
International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 22-34
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
Learners' background: Oman
Entered by: University of Leeds (School of Education)
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
Learners' background: Oman
Entered by: University of Leeds (School of Education)
2010. ‘Language teacher research engagement’.
Language Teaching 43/4: 391-429
Summary: The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it).
Entered by: University of Leeds (School of Education)
Summary: The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it).
Entered by: University of Leeds (School of Education)
2009. The Relationship Between Teacher Education, Teacher Cognition and Classroom Practice in Language Teaching: A Case Study of MA.
Supervisor(s): Borg, S. and M. Wedell
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Turkey
Entered by: University of Leeds (School of Education)
Supervisor(s): Borg, S. and M. Wedell
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Turkey
Entered by: University of Leeds (School of Education)
2009. Pedagogical Practice and Support of English Language Student Teachers During the Practicum in Kenya.
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
2009. ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’.
System 37/3: 380-390
Summary: This study examines tensions in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey. The teachers were observed and interviewed over a period of 18 months; the observations provided insights into how they taught grammar, while the interviews explored the beliefs underpinning the teachers’ classroom practices.
Entered by: University of Leeds (School of Education)
Summary: This study examines tensions in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey. The teachers were observed and interviewed over a period of 18 months; the observations provided insights into how they taught grammar, while the interviews explored the beliefs underpinning the teachers’ classroom practices.
Entered by: University of Leeds (School of Education)
2009. ‘Intentions and realities in implementing communicative curriculum reform’.
System 37/2: 243-253
Summary: This paper examines three teachers’ implementation of a new communicative English language curriculum in Libyan secondary schools. The analysis highlighted considerable differences between the intentions of the curriculum and the instruction observed.
Entered by: University of Leeds (School of Education)
Summary: This paper examines three teachers’ implementation of a new communicative English language curriculum in Libyan secondary schools. The analysis highlighted considerable differences between the intentions of the curriculum and the instruction observed.
Entered by: University of Leeds (School of Education)
2009. ‘English language teachers' conceptions of research’.
Applied Linguistics 30/3: 355-388
Summary: This paper examines the conceptions of research held by 505 teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’ views on what research is and how often they read and do it.
Entered by: University of Leeds (School of Education)
Summary: This paper examines the conceptions of research held by 505 teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’ views on what research is and how often they read and do it.
Entered by: University of Leeds (School of Education)
2008. ‘Teacher research in English language teaching’ in
Investigating English Language Teaching and Learning in Oman. Muscat: Ministry of Education, Oman, pp. ix-xiii
Book editor(s): Borg, S.
ISBN: 9789948037699
Entered by: University of Leeds (School of Education)
Book editor(s): Borg, S.
ISBN: 9789948037699
Entered by: University of Leeds (School of Education)
2008. ‘English language teachers' beliefs about research: Perspectives from the Netherlands’.
Levende Talen Tijdschrift [Journal of the Dutch Association of Modern Language Teachers] 9/3: 3-13
Entered by: University of Leeds (School of Education)
Entered by: University of Leeds (School of Education)
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