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Borko, H. and Putnam, R.T. (1995) Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development. In Guskey, T.R. and Huberman, M., Eds., Professional Development in Education: New Paradigms and Practices, Teachers’ College Press, New York, 35-65.

has been cited by the following article:

• TITLE: A Review on the Effects of Instructional Time and Teacher Quality on Language Learning Performance

  AUTHORS: Xueying Liu, Jing Yin

  KEYWORDS: Second Language Learning, Language Learning Performance, Instructional Time, Teacher Quality, Education

  JOURNAL NAME: Open Access Library Journal, Vol.8 No.9, September 16, 2021

  ABSTRACT: Researchers agree on the importance of instructional time and teacher quality as two necessary elements in language learning performance. But the effects of the distribution of instructional time on the acquisition of a second or foreign language are still not clear cut, and the interaction between different indicators of teacher quality makes the investigation of the effects of teacher quality on second language learning difficult. Thus, this paper tries to review the large body of literature on current relationships between language learning performance and instructional time (extensive and intensive time) as well as teacher quality (teachers’ knowledge, belief, experience, education) to summarize the important findings on current studies and discuss those research blanks. In addition, this literature review will show some implications for future research.