Teacher education

Abstract

03–192 Catroux, Michèle (IUT Bordeaux I, France). Introduction à la Recherche-Action: Modalités d'une démarche théorique centrée sur la pratique. [An introduction to Action Research: Aspects of a practice-centred theoretical process.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 8–20.

03–193 Farrell, Thomas S. C. (Nat. Inst. of Ed./Nanyang Technological U., Singapore). Concept maps to trace conceptual change in preservice English teachers. RELC Journal (Singapore), 32, 2 (2001), 27–44.

03–194 González-Bueno, Manuela (U. of Kansas, USA). Pronunciation teaching component in SL/FL education programs. Training teachers to teach pronunciation. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 133–46.

03–195 Gwyn-Paquette, Caroline (U. of Sherbrooke, Quebec, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 204–26.

03–196 Lamie, Judith (U. of Birmingham, UK; Email: j.m.lamie@bham.ac.uk). An investigation into the process of change: The impact of in-service training on Japanese teachers of English. Journal of In-service Education (Wallingford, UK), 28, 1 (2002), 135–61.

03–197 Lozano, Albert S., Sung, Hyekyung, Padilla, Amado M. and Silva, Duarte M. (Stanford U., California, USA). Evaluation of professional development for language teachers in California. Foreign Language Annals (New York, USA), 35, 2 (2002), 161–70.

03–198 Macrory, Gee (Inst. of Ed., The Manchester Metropolitan U., UK). Learning to talk like a language teacher: Crossing the boundary between university and school. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 62–70.

03–199 Narcy-Combes, Jean-Paul (Université de La Rochelle, France). La recherche-action en didactique des langues: apprentissage, compagnonnage ou évolution libre? [Action research for language teachers in French higher education: From a traditional approach to collegiality.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 40–52.

03–200 O'Brien, Teresa (U. of Manchester, UK). ‘Recherche-action’/‘Recherche basée sur la pratique’ et développement professionel. [Action research/Practice-based research and professional development.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 7–23.

03–201 Schocker-von Ditfurth, Marita (U. of Ed., Schwäbisch-Gmünd, Germany; Email: Marita@Schocker_Ditfurth.de) and Legutke, Michael K. Visions of what is possible in teacher education–or lost in complexity? ELT Journal (Oxford, UK), 56, 2 (2002), 162–71.

03–202 Sercu, Lies and Peters, Elke (KU Leuven, Belgium; Email: Lies.sercu@arts.kuleuven.ac.be) Learning e–learning–a comprehensive investigation of course developers' and language teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL (Cambridge, UK), 14, 1 (2002), 32–46.

03–203 Ypsilandis, G. S. (U. of Macedonia, Thessaloniki, Greece; Email: ypsi@uom.gr). Feedback in distance education. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 167–81.