Ahmadi, F., & Shafiee, S. (2015). L2 teachers' and learners' beliefs about grammar.
International Journal of Language Learning and Applied Linguistics World, 9(1),
245- 261.
Altbach, P. G. (1987). Teaching: International concerns. Teachers College Record,
88(3), 326-329.
برنامة آموزش زبان انگلیسی تاثیر برنامه بر شناخت دبیران مبتدی/ باتجربه ایرانی 625
Abelson, R. P. (1979). Differences between beliefs and knowledge systems. Cognitive
Science 3, 355-366.
Almarza, G. (1996). Student foreign language teachers' growth. In D. Freeman & J. C.
Richards (Eds.), Teacher learning in language teaching (pp. 50−78). Cambridge:
CUP.
Birjandi, P., & Derakhshan Hesari, A. (2010). Teachers' perceptions of the present and
optimum status of the in-service EFL teacher preparation programs. English
language Teaching, 3(4), 47-57.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what
language teachers think, know, believe, and do. Language Teaching, 36, 81–109
doi:10.1080/03055690802648135
Borg, S. (2005). A case study of the development in pedagogic thinking of a pre-service
teacher. TESL-EJ, 9, 1-30.
Borg, S. (2006). Teacher cognition and language education: Research and practice.
London: Continuum.
Borg, S. (2009). Introducing language teacher cognition. Retrieved From
http://www.education.leeds.ac.uk/people/staff.php?staff=29
Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs.
System, 39, 370-380.
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second
language acquisition course as an agent for change. Language Teaching Research,
14, 318-337.
Cabaroglu, N., & J. Roberts. (2000). Development in student teachers’ pre-existing
beliefs during a 1-Year PGCE program. System, 28(3), 387−402.
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and
community Multilingual matters. Clevedon.
Cresswell, J. (2008). Educational research: planning, conducting and evaluating
quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson
Education, Inc.
Dadvand, B. (2013). Examining pedagogical knowledge base of EFL teachers and its
relation to teacher reflection and student achievement (Unpublished doctoral
dissertation). Tarbiat Modares University, Tehran, Iran.
Dunkin, M. J. (1996). Types of errors in synthesizing research in education. Review of
Educational Research, 66(2), 87−97.
Elbaz, F. (1981). The teacher’s practical knowledge: A report of a case study.
Curriculum Inquiry, 11, 43–71.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Education
Research, 38, 47–64.
626 پژوهش های زبانشناختی در زبان های خارجی، دورة 9، شمارة 2، تابستان 1398
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to
teach. A perspective from north American educational research on teacher education
in English language teaching. Language Teaching, 35(1), 1-13.
doi:10.1017/S0261444801001720
Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in
course work. American Educational Research Journal, 29, 325–349.
Hung, N. V. (2012). A mixed approaches method used to investigate teacher cognition of
English language teaching. English Language Teaching, 5(11), 161-180.
doi:10.5539/eltv5n11p161
Kagan, D. M. (1992). Implications of research on teacher belief. Educational
Psychologist, 27, 65-90.
Kalaja, P., & Barcelos, A. M. F. (2003). Introduction. In P. Kalaja & A. M. F. Barcelos
(Eds.), Beliefs about SLA: New research approaches (pp. 1–33). Dordrecht: Kluwer.
Liu, Y., & Fisher, L. (2006). The development patterns of modern foreign language
student teachers' conceptions of self and their explanations about change: three cases.
Teacher Development,10, 343-360.
MacDonald, M., Badger, R., & White, G. (2001). Changing values: what use are theories
of language learning and teaching? Teaching and Teacher Education 17, 949-963.
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in
Greece: a longitudinal study. Teaching and Teacher Education 23, 1272-1288.
Moini, M. (2009). The impact of EFL teachers’ cognition on teaching foreign language
grammar. Pazhuhesh-e Zabanha-ye Khareji, Special Issue, English, 49, 141-164.
Munby, M., 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, D.C.: AERA.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum
Studies 19, 317-328.
Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy
construct. Review of Educational Research, 62, 307–332.
Pajares, F. (1993). Preservice teachers’ beliefs: A focus for teacher education. Action in
Teacher Education, 15, 45–54.
Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: a
longitudinal study. System, 29, 177-195.
Pennington, M.C., & Urmston, A. (1998). The teaching orientation of graduating
students on a BATESL course in Hong Kong: a comparison with first-year students.
Hong Kong Journal of Applied Linguistics 3, 17-46.
برنامة آموزش زبان انگلیسی تاثیر برنامه بر شناخت دبیران مبتدی/ باتجربه ایرانی 627
Richards, J. C., Ho, B., & Giblin, K. (1996). Learning how to teach in the RSA Cert. In
D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp.
242−59). Cambridge: CUP.
Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms.
Cambridge: CUP.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning
the role of grammar instruction and corrective feedback. Modern Language Journal,
85, 244–258.
Schwab, J. J. (1964). Structure of the disciplines: Meanings and significances. In G. W.
Ford and L. Pugno. (Eds.), The structure of knowledge and the curriculum (pp. 6-30)
Chicago, IL: Rand McNally Curriculum Studies.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching.
Educational Research, 15(2), 4-14.
Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers
in training. Language and Education, 17, 112-37.
Walberg, H. (1972). Decision and perception: New constructs in research on teaching
effects. Cambridge Journal of Education, 7, 12–20.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied
Linguistics, 19(4), 515-537.
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social
constructivist approach. Cambridge: CUP.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways of knowing:
Representation of knowledge in teaching. In J. Calderhead (Ed.). Exploring teachers'
thinking (pp. 104-124). London: Cassell.
Woolfolk Hoy, A., Davis, H., & Pape, S.I. (2006). Teacher knowledge and beliefs. In:
Alexander, P.A., Winne, H. (Eds.), Handbook of educational psychology (pp. 715-
737). Mahwah, NJ: Lawrence Erlbaum.
)