2023: "New Trends and Practices in Teacher Professional Development in EFL/ESL Contexts"

• Committees & Journal/Issue Data

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• Introduction

  Ali Derakhshan , Yongxiang Wang , Yongliang Wang , José Luis Ortega-Martín

  7-11

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2023c Special Issue "New Trends and Practices in Teacher Professional Development..."

• Examining the relative effectiveness of online, blended and face-to-face teaching modes for promoting EFL teacher professional development

  QIANG SUN, LAWRENCE JUN ZHANG

  13-27

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• Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed

  YONGXIANG WANG, YONGLIANG WANG

  29-46

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• Chinese English teachers’ professional identity and commitment and their associations with their professional success

  HUI JIA , ALI DERAKHSHAN

  47-64

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• EFL teachers’ perceptions of the challenges of technology-based professional development

  GUANBING ZHOU, ZOHREH R. ESLAMI

  65-80

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• Probing into novice and experienced teachers’ knowledge, perceptions, and practices in the EFL classroom

  YANAN HUA, JING ZHANG

  81-99

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• Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation

  JALIL FATHI, MILAD NADERI, HABIB SOLEIMANI

  101-120

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• The mediating role of EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness

  JIACHEN ZHANG, VINCENT GREENIER

  121-137

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• Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective

  MINGQIONG PAN, ROBERT KIRKPATRICK

  139-155

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• Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development

  XIAOJUAN ZHANG, LEI YANG, ANNA LIA PROIETTI ERGÜN

  159-176

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• Investigating the effects of emotion regulation and creativity on Chinese EFL teachers’ burnout in online classes

  HAOTING LI

  177-193

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• Co-teaching among English pre-service teachers for integrated STEAM+CLIL education

  ESTHER SANZ DE LA CAL, JAIRO ORTIZ-REVILLA, ALMUDENA ALONSO-CENTENO, ILEANA M. GRECA

  195-212

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• A phenomenological inquiry into prospective EFL teachers’ perceived sense of belonging in school placement

  BÜŞRA ÜNSAL-GÖRKEMOĞLU, MEHDI SOLHI

  213-232

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• Reducing the rate of attrition among Chinese English teachers: the role of professional identity and self-efficacy

  HONGWU YANG, AIGUI WANG

  233-249

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• Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective

  XIA LI, JINFEN XU

  251-271

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• Do emotional regulation behaviors matter in EFL teachers' professional development? A process model approach

  SHENGJI LI, HUMA AKRAM

  273-291

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• The interplay between identity and emotion of young LOTE (languages other than English) teachers in their early careers: A sociocultural theory perspective

  YANHUA HE, LILI QIN, HAORAN CHEN

  293-310

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• Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment

  JIAMING QI, ALI DERAKHSHAN

  311-327

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• Exploring the contribution of interpersonal emotion regulation to pre-service EFL teachers' sustainable professional development and wellbeing

  MIAOMIAO WANG, YONGXIANG WANG

  329-347

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• Mobile learning for teacher professional development: An empirical assessment of an extended technology acceptance model

  AMIR MASHHADI; MUSTAFA ALI HUSSEIN; AHMED KADHUM FAHAD

  349-369

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• Edited & Co-Financed

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