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Tarone, E., & Allwright, D. (2005). Second language teacher learning and student second language learning: Shaping the knowledge base. In D. J. Tedick, (Ed.), Second language teacher education: International perspectives (pp. 5-25). London: Lawrence Erlbaum Associates.

has been cited by the following article:

• TITLE: Looking Back at the New Knowledge Bases of EFL Teacher Education

  AUTHORS: Hongmei Zhu

  KEYWORDS: EFL Teachers’ Knowledge Base; Knowledge Domains; the Knowledge of EFL Classroom

  JOURNAL NAME: Creative Education, Vol.4 No.12, December 24, 2013

  ABSTRACT: This article discusses the trend of reconceptualizing EFL teachers’ knowledge base to avoid the separation between theory and practice, which is in particular reflected on the establishment of some new EFL teachers’ knowledge domains. However, the horizontal categorizing approaches of teachers’ knowledge establish another gap between theory and practice and the hierarchical approach formulates so much abstract knowledge for teachers. The construct of knowledge of EFL classroom interaction is a pilot inquiry to create an interface between “theory knowledge” and “practice knowledge” from the teachers’ needs. In the end of the article, a rough knowledge framework is constructed for EFL classroom interaction on teachers’ needs.