Atkinson, D. (2020). The adaptive expertise of expert ELT textbook writers. RELC Journal, 52(3), 603-617. https://doi.org/10.1177/0033688219893119
Aydin, S., Demirdogen, B., Nur Akin, F., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37-50. https://doi.org/10.1016/j.tate.2014.10.008
Ballock, E., McQuitty, V., & McNary, S. (2018). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56-68. https://doi.org/10.1177/0022487117702576
Banks, F., Leach, J., & Moon, B. (1999). New understandings of teachers’ pedagogic knowledge. In B. Moon & J. Leach (Eds.), Learners and pedagogy (pp. 89-110). Paul Chapman.
Bentley, E. (2013). Supernovas and superheroes: Examining unfamiliar genres and teachers’ pedagogical content knowledge. English Education, 45(3), 218-246. http://www.jstor.org/stable/23364868
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/s0261444803001903
Borg, S. (2005). Teacher cognition in language teaching. Expertise in second language learning and teaching. In K. E. Johnson (Ed.), Expertise in second language learning and teaching (pp. 190-209). Palgrave Macmillan. https://doi.org/10.1017/S0261444803001903
Borg, S. (2006). Teacher cognition and language education. Continuum.
Borg, S. (2015). Teacher cognition and language education: Research and practice (2nd ed.). Bloomsbury.
Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). Wiley.
Casanave, C. P. (2009). Training for writing or training for reality? Challenges facing EFL writing teachers and students in language teacher education programmes. In R. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 256-277). Multilingual Matters.
Cochran-Smith, M., & Lytle, S. L. (2007). Everything’s ethics: Practitioner inquiry and university culture. In A. Campbell & S. Groundwater-Smith (Eds.), An ethical approach to practitioner research: Dealing with issues and dilemmas in action research (pp. 24-41). Routledge.
Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. W. Eisner (Ed.), Learning and teaching the ways of knowing: The eighty-fourth year book of the National Society for the study of education (pp. 174-198). The University of Chicago Press.
Dogancay-Aktuna, S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19(3), 278-295. https://doi.org/10.1080/07908310608668768
Donovan, S. J., Sanders, J., DeFauw, D. L., & Myers, J. (2023). K-12 writing teachers’ careerspan development: Participatory pedagogical content knowledge of writing. Literacy Practice and Research, 48(2), 1-38. https://digitalcommons.fiu.edu/lpr/vol48/iss2/4
Ebadi, S., Khazaie, S., & Bashiri, S. (2020). Technology acceptance of navid learning management system in the iranian medical English courses under the COVID-19 pandemic. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 401-433.
Eick, T., Fields, G., & Matsuda, P. K. (2017). Expertise in second language writing: The 15th symposium on second language writing. Journal of Second Language Writing, 37, 59-60. https://doi.org/10.1016/j.jslw.2017.09.003
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. Nichols Publishing.
Flynn, N. (2007). What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy, 41(3), 137-146. https://doi.org/10.1111/j.1467-9345.2007.00452.x
Freeman, D. (1996). The ‘unstudied problem’: Research on teacher learning in language teaching. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 351-378). Cambridge University Press.
Freeman, D. (2020). Arguing for a knowledge-base in language teacher education, then (1998) and now (2018). Language Teaching Research, 24(1), 5-16. https://doi.org/10.1177/1362168818777534
Freeman, D., & Johnson, K. E. (1998). Reconceptualising the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. https://doi.org/10.2307/3588114
Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475-494. https://doi.org/10.1080/0969594X.2015.1017445
Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching. Teaching Education, 21(1), 19-32. https://doi.org/10.1080/10476210903466901
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
Graves, D. H. (1983). Writing: Teachers & children at work. Heinemann.
Hanato, G., & Inagaki, K. (1984). Two courses of expertise. Hokkaido University Collection of Scholarly and Academic Papers, 6, 27-36. http://hdl.handle.net/2115/25206
Hardré, P. L. (2003). The effects of instructional training on university teaching assistants. Performance Improvement Quarterly, 16(4), 23-39. https://doi.org/10.1111/j.1937-8327.2003.tb00292.x
Hardré, P. L., Ge, X., & Thomas, M. K. (2006). An investigation of development toward instructional design expertise. Performance Improvement Quarterly, 19(4), 63-90. https://doi.org/10.1111/j.1937-8327.2006.tb00385.x
Hayden, H. E., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: A view from the top and the ascent. Teaching Education, 24(4), 395-414. https://doi.org/10.1080/10476210.2012.724054
Hirvela, A. (2019). Exploring second language writing teacher education: The role of adaptive expertise. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 13-30). Multilingual Matters.
Hirvela, A. (2021). Expertise and the teaching of argumentative writing. In A. Hirvela & D. Belcher (Eds.), Argumentative writing in a second language: Perspectives on research and pedagogy (pp. 99-114). University of Michigan Press.
Hirvela, A., & Belcher, D. (2007). Writing scholars as teacher educators: Exploring writing teacher education. Journal of Second Language Writing, 16(3), 125-128. https://doi.org/10.1016/j.jslw.2007.08.001
Holliday, A. R. (1994). Appropriate methodology and social context. Cambridge University Press.
Houghton, N., Heenan, B., Huntwork, D., Meyer, E., & John, M. S. (2006). The benefits to new teachers of the National Writing Project’s new teacher initiative. Inverness Research Associates.
Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. https://doi.org/10.1080/00220272.2013.834077
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518
Johnson, K. E. (2018). Studying language teacher cognition: Understanding and enacting theoretically consistent instructional practices. Language Teaching Research, 22(3), 259-263. https://doi.org/10.1177/1362168818772197
Johnson, K. E., & Golombek, P. R. (2011). A sociocultural theoretical perspective on teacher professional development. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 1-12). Routledge.
Johnson, K. E., & Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(1), 116-127. https://doi.org/10.1177/1362168818777539
Johnson, K. E., Verity, D. P., & Childs, S. S. (2020). Praxis-oriented pedagogy and the development of L2 novice teacher expertise. European Journal of Applied Linguistics and TEFL, 9(2), 3-23.
Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47, Article 100507. https://doi.org/10.1016/j.asw.2020.100507
Karaman, A. (2012). The place of pedagogical content knowledge in teacher education. Atlas Journal of Science Education, 2(1), 56-60. https://doi.org/10.5147/ajse.v2i1.76
Kozma, R. B. (2003). ICT and educational change: A global phenomenon. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 1-17). Eugene International Society for Technology in Education.
Kubanyiova, M. (2018). Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 49-59. https://doi.org/10.1177/1362168818777533
Le, V. C. (2020). Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective. Language Teaching Research, 24(1), 71-81. https://doi.org/10.1177/1362168818777525
Lee, I. (2013). Becoming a writing teacher: Using “identity” as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22(3), 330-345. https://doi.org/10.1016/j.jslw.2012.07.001
Lee, I. (2018). Future directions for writing teacher cognition. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-17). John Wiley & Sons Inc. https://doi.org/10.1002/9781118784235.eelt0563
Lee, I., & Yuan, R. (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52, Article 100755. https://doi.org/10.1016/j.jslw.2020.100755
Lee, S. H., & Pandey, S. B. (2019). Writing pedagogy and practice in South Asia: A case of English language teachers and teacher trainers in Nepal. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 131-149). Multilingual Matters.
Leigh, S. R., & Cramer, R. (2011). Two voice poem: A conversation with writers on writing. The English Journal, 100(5), 82-89. https://doi.org/http://www.jstor.org/stable/23047808
Li, L. (2013). The complexity of language teachers’ beliefs and practice: One EFL teacher's theories. The Language Learning Journal, 41(2), 175-191. https://doi.org/10.1080/09571736.2013.790132
Li, L. (2017). Social interaction and teacher cognition. Edinburgh University Press.
Loewenberg, B. D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Lortie, D. C. (1975). Schoolteacher: A sociological study. The University of Chicago Press.
Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535. https://doi.org/10.1080/13540602.2019.1633294
Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Sense Publishers.
McCarthey, S. (2019). Teacher preparation for writing instruction in Singapore. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 91-110). Multilingual Matters.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Moon, J. (1999). Reflection in learning and professional development. Kogan Page.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-188. https://doi.org/10.1080/13670050408667807
Myhill, D., Cremin, T., & Oliver, L. (2021). Writing as a craft: Reconsidering teacher subject content knowledge for teaching writing [Advance online publication]. Research Papers in Education. https://doi.org/10.1080/02671522.2021.1977376
Nazari, M., & Oghyanous, P. A. (2022). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching, 17(2), 265-277. https://doi.org/10.1080/17501229.2021.2025380
Nguyen, M. H. (2016). Responding to the need for reconceptualising second language teacher education: The potential of a sociocultural perspective. International Education Studies, 9, 219-231. https://doi.org/10.5539/ies.v9n12p219
Nilsson, P., & Vikström, A. (2015). Making PCK explicit — Capturing science teachers’ pedagogical content knowledge (PCK) in the science classroom. International Journal of Science Education, 37(17), 2836-2857. https://doi.org/10.1080/09500693.2015.1106614
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Ortega, L. (2004). L2 writing research in EFL contexts: Some challenges and opportunities for EFL researchers. In Applied Linguistic Association of Korea Newsletter. Spring.
Park, S., & Oliver, J. S. (2007). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge University Press.
Roberts, J. (1998). Language teacher education. Arnold.
Saenkhum, T. (2019). English writing instruction and teacher preparation in Thailand: Perspectives from the primary and secondary schools. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 111-130). Multilingual Matters.
Schön, D. A. (1987). Educating the reflective practitioner: How professionals think in action. Jossey-Bass.
Seloni, L. (2022). Activity theory as an analytical framework to understand expertise in L2 writing instruction. Journal of Second Language Writing, 58, 100940. https://doi.org/https://doi.org/10.1016/j.jslw.2022.100940
Seloni, L., & Lee, S. H. (2019). Introduction: Issues and perspectives in second language writing teacher education in non-English dominant contexts. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 1-12). Multilingual Matters.
Shi, L. S., & Baker, A. (2022). Innovations in teaching L2 writing: How changes in teachers’ SCK and PCK impact learners’ perceptions and writing outcomes. System, 106, Article 102788. https://doi.org/10.1016/j.system.2022.102788
Shi, L. S., Baker, A., & Chen, H. (2019). Chinese EFL teachers’ cognition about the effectiveness of genre pedagogy: A case study. RELC Journal, 50(2), 314-332. https://doi.org/10.1177/0033688217716506
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129-135. https://doi.org/10.1016/S0193-3973(99)00057-X
Stigler, J., & Miller, K. (2018). Expertise and expert performance in teaching. In A. Ericsson, R. Hoffman, A. Kozbelt, & M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp. 431-454). Cambridge University Press.
Truong, K. D., & Nguyen, A. T. (2024). Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective. Journal of Second Language Writing, 65, 101132. https://doi.org/10.1016/j.jslw.2024.101132.
Tsui, A. B. M., & Ng, M. M. Y. (2010). Cultural contexts and situated possibilities in the teaching of second language writing. Journal of Teacher Education, 61(4), 364-375. https://doi.org/10.1177/0022487110364855
Ünaldi, A., Seloni, L., Yalçın, S., & Aptoula, N. Y. (2019). The role of writing in an English as a foreign language teacher preparation programme in Turkey: Institutional demands, pedagogical practices and student needs. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 173-194). Multilingual Matters.
Worden, D. (2018). Mediation and development of a novice L2 writing teacher’s pedagogical content knowledge of genre. Journal of English for Academic Purposes, 34, 12-27. https://doi.org/10.1016/j.jeap.2018.02.005
Worden, D. (2019). Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project. Journal of Second Language Writing, 46, Article 100667. https://doi.org/10.1016/j.jslw.2019.100667
Worden-Chambers, D. (2020). The role of conceptual metaphors in novice teachers’ developing curricular knowledge: A case from second language writing. Teacher Development, 24(2), 184-203. https://doi.org/10.1080/13664530.2020.1743350
Xu, Z. (2016). Teaching academic writing in context. In W. R. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 195-208). Springer. https://doi.org/10.1007/978-3-319-38834-2_14
You, X. (2004a). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing, 13(2), 97-110. https://doi.org/10.1016/j.jslw.2003.11.001
You, X. (2004b). New directions in EFL writing: A report from China. Journal of Second Language Writing, 13(4), 253-256. https://doi.org/10.1016/j.jslw.2004.09.002
Zheng, Y., Yu, Liu, C., & Jiang, L. (2022). Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System, 109, Article 102870. https://doi.org/10.1016/j.system.2022.102870
