Skip to main content Accessibility help
×
Hostname: page-component-6b989bf9dc-pkhfk Total loading time: 0 Render date: 2024-04-14T05:14:42.124Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  18 May 2023

Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Teacher Expertise in the Global South
Theory, Research and Evidence
, pp. 255 - 282
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 20 years beyond DISTAR. Educational Achievement Systems.Google Scholar
Addy, N., Kraft, R., Carlson, S., & Fletcher, B. (2012). Synthesis report. Transforming learning outcomes through a learner centred pedagogy: Moving towards a Ghanaian activity based learning concept and framework. Coffey International Development.Google Scholar
Agne, K. J. (1992). Caring: The expert teacher’s edge. Educational Horizons, 70(3), 120124.Google Scholar
Agnew, N. M., Ford, K. M., & Hayes, P. J. (1994). Expertise in context: Personally constructed, socially selected, and reality-relevant? International Journal of Expert Systems, 7(1), 6588.Google Scholar
Agnihotri, R. K. (2007). Towards a pedagogical paradigm rooted in multilinguality. International Multilingual Research Journal, 1(2), 79–88. https://doi.org/10.1080/19313150701489689Google Scholar
Akyuz, D. (2010). Supporting a standards-based teaching and learning environment: A case study of an expert middle school mathematics teacher [Doctoral dissertation, University of Central Florida]. STARS Electronic Theses and Dissertations. https://stars.library.ucf.edu/etd/1582Google Scholar
Albisetti, J. C. (2019). National education systems: Europe. In Rury, J. L. & Tamura, E. H. (Eds.), The [Oxford] handbook of the history of education (pp. 147163). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199340033.013.8Google Scholar
Alderson, J. C., & Scott, M. (1992). Insiders, outsiders and participatory evaluation. In Alderson, J. C. & Beretta, A. (Eds.), Evaluating second language education (pp. 2560). Cambridge University Press. https://doi.org/10.1017/CBO9781139524575.004Google Scholar
Alexander, L., James, T., & Glaser, R. (1987). The nation’s report card: Improving the assessment of student achievement (Report of the study group). National Academy of Education.Google Scholar
Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Blackwell.Google Scholar
Alexander, R. (2008). Education for all, the quality imperative and the problem of pedagogy. Create pathways to access, research monograph No. 20. Consortium for Research on Educational Access, Transitions and Equity.Google Scholar
Alexander, R. (2009). Towards a comparative pedagogy. In Cowen, R. & Kazamias, A. M. (Eds.), International handbook of comparative education (pp. 923942). Springer. https://doi.org/10.1007/978-1-4020-6403-6_59Google Scholar
Alexander, R. (2015). Teaching and learning for all? The quality imperative revisited. International Journal of Educational Development, 40, 250258. http://dx.doi.org/10.1016/j.ijedudev.2014.11.012Google Scholar
Allen, R. M., & Casbergue, R. M. (1997). Evolution of novice through expert teachers’ recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13(7), 741755. https://doi.org/10.1016/S0742-051X(97)00018-8Google Scholar
Alvarado, F. (2006). Teachers: Powerful innovators. Generating classroom-based education reform. AED Global Education Centre.Google Scholar
Amrein-Beardsley, A. (2007). Recruiting expert teachers in hard-to-staff schools. Phi Delta Kappan, 89(1), 6467. https://doi.org/10.1177%2F003172170708900111Google Scholar
Amrein-Beardsley, A. (2012). Recruiting expert teachers into high-needs schools: Leadership, money, and colleagues. Education Policy Analysis Archives, 20(27), 126. http://epaa.asu.edu/ojs/article/view/941Google Scholar
Anderson, J. (2015a). Affordance, learning opportunities, and the lesson plan pro forma. ELT Journal, 69(3), 228238. https://doi.org/10.1093/elt/ccv008Google Scholar
Anderson, J. (2015b). Teaching English in Africa. East African Educational Publishers.Google Scholar
Anderson, J. (2018a, June 2). If only … The dangers of positivist bias at the Education Endowment Foundation. Jason Anderson: Teacher educator & author. https://speakinggames.wordpress.com/2018/06/02/if-only-the-dangers-of-positivist-bias-at-the-education-endowment-foundation/Google Scholar
Anderson, J. (2018b). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 2637. https://doi.org/10.1093/elt/ccx029Google Scholar
Anderson, J. (2019a). Activities for cooperative learning. Delta Publishing.Google Scholar
Anderson, J. (2019b). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. Teaching and Teacher Education, 86, 117. https://doi.org/10.1016/j.tate.2019.102879Google Scholar
Anderson, J. (2020a). Key concepts in ELT: Reflection. ELT Journal, 74(4), 480483. https://doi.org/10.1093/elt/ccaa039Google Scholar
Anderson, J. (2020b, December, 17). Making teacher action research ‘learning centred’ [Webinar]. National Academy of Primary Education, Bangladesh. www.youtube.com/watch?v=OPg77Vbz7-AGoogle Scholar
Anderson, J. (2020c, August, 28). Text interpretation: India’s hidden pedagogy [Webinar]. Kaash Foundation. www.youtube.com/watch?v=o76_j1IHQqg&t=622sGoogle Scholar
Anderson, J. (2020d). The effective teacher of English: An exploratory qualitative study of Indian English teachers’ beliefs. ELTED, 23, 1020. www.elted.net/uploads/7/3/1/6/7316005/2_anderson_2020_the_effective_teacher_of_english-indian_teachers_beliefs.pdfGoogle Scholar
Anderson, J. (2021). Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South. [Doctoral dissertation, University of Warwick]. Warwick WRAP. http://wrap.warwick.ac.uk/159940/Google Scholar
Anderson, J. (2022a). Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3183Google Scholar
Anderson, J. (2022b). The translanguaging practices of expert Indian teachers of English and their learners. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2045300Google Scholar
Anderson, J., & Kamaluddin, A. K. M. (2015). Training workshop on child-centred teaching and learning: Participant’s handbook. UNICEF Bangladesh.Google Scholar
Anderson, J., & Lightfoot, A. (2019). The school education system in India: An overview. British Council. https://issuu.com/britishcouncilindia/docs/school_education_system_in_india_reGoogle Scholar
Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 12101231. https://doi.org/10.1080/13670050.2018.1548558Google Scholar
Anderson, J., & Lightfoot, A. (2022). Exploratory survey research. In Dikilitaş, K. & Reynolds, K. M. (Eds.), Research methods in language teaching and learning: A practical guide (1st ed.) (pp. 182199). John Wiley & Sons, Inc.Google Scholar
Anderson, J., Padwad, A., & Smith, R. (2021). Language teaching in difficult circumstances. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 111116). Springer. https://doi.org/10.1007/978-3-030-79143-8_21Google Scholar
Anderson, J., & Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 100485. https://doi.org/10.1016/j.edurev.2022.100485Google Scholar
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete Edition). Longman.Google Scholar
Andrews, S., & McNeill, A. (2005). Knowledge about language and the ‘good language teacher’. In Bartels, N. (Ed.), Applied linguistics and language teacher education (pp. 159178). Springer. https://doi.org/10.1007/1-4020-2954-3Google Scholar
Annamalai, E. (2005). Nation-building in a globalised world: Language choice and education in India. In Lin, A. & Martin, P. W. (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 2037). Multilingual Matters. https://doi.org/10.21832/9781853598265-004Google Scholar
Arani, M. R. S. (2017). Shared teaching culture in different forms: A comparison of expert and novice teachers’ practices. Educational research for policy and practice, 16, 235255. https://link.springer.com/article/10.1007/s10671-016-9205-8Google Scholar
Arendt, H. (1971). The life of the mind, Vol. 1: Thinking. Harcourt Brace Jovanovich.Google Scholar
Argyris, C., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.Google Scholar
Arkorful, K. K. D. (2013). Complementary education programme and the opportunity to learn in the northern region of Ghana [Doctoral dissertation, University of Sussex]. Sussex Research Online. http://sro.sussex.ac.uk/id/eprint/45242/Google Scholar
Arnstein, S. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216224. https://doi.org/10.1080/01944366908977225Google Scholar
Arouni, M., Ben-Youssef, A., & Nguyen, C. V. (2019). Ethnic and racial disparities in children’s education: Comparative evidence from Ethiopia, India, Peru and Viet Nam. Children and Youth Services Review, 100, 503514. https://doi.org/10.1016/j.childyouth.2019.03.031Google Scholar
Asaba, M. (2018). A model of expertise: A case study of a second language teacher educator. TESL-EJ, 21(4), 117. www.tesl-ej.org/pdf/ej84/a5.pdfGoogle Scholar
ASER. (2017). Annual status of education report (rural) 2016. Provisional. ASER Centre. http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202016/aser_2016.pdfGoogle Scholar
ASER. (2018). Annual status of education report (rural) 2017. Beyond basics. ASER Centre. https://palnetwork.org/wp-content/uploads/2018/01/ASER-2017-Beyond-Basics-Report.pdfGoogle Scholar
Aslam, M., & Kingdon, G. (2011). What can teachers do to raise pupil achievement? Economics of Education Review, 30, 559574. https://doi.org/10.1016/j.econedurev.2011.01.001Google Scholar
Aslam, M., & Rawal, S. (2015). Teachers – an indispensable asset: Examining teacher effectiveness in South Asia. In Dixon, P., Humble, S., & Counihan, C. (Eds.), Handbook of international development and education (pp. 256276). Elgar Publishing. https://doi.org/10.4337/9781783473540.00023Google Scholar
Aslam, M., Rawal, S., Kingdon, G., Moon, B., Banerji, R., Das, S., Banerji, M., & Sharma, S. K. (2016). Reforms to increase teacher effectiveness in developing countries. EPPI-Centre, Social Science Research Unit, University College London.Google Scholar
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice.Google Scholar
Atkinson, P., & Hammersley, M. (2007). Ethnography: Principles in practice (3rd ed.). Routledge.Google Scholar
Awoniyi, S. A., & Kamanga, J. (2014). Comparative study of effectiveness of corporative learning strategy and traditional instructional method in the physics classroom: A case of Chibote Girls Secondary School, Kitwe District, Zambia. European Journal of Educational Sciences, 1(1), 3041.Google Scholar
Ayres, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia. British Educational Research Journal, 30(1), 141165. https://doi.org/10.1080/01411920310001630008Google Scholar
Azal, M. A. B., & Harun, R. N. S. R. (2020). A case study of English language expert teachers’ belief in teaching and learning. International Journal for Educational Sciences and Language Arts 1(1), 2234.Google Scholar
Azigwe, J. B., Kyriakides, L., Panayiotou, A., & Creemers, B. P. M. (2016). The impact of effective teaching characteristics in promoting student achievement in Ghana. International Journal of Educational Development, 51, 5161. http://dx.doi.org/10.1016/j.ijedudev.2016.07.004Google Scholar
Bambawale, M., Hughes, J., & Lightfoot, A. (2018). Exploring teacher evaluation processes and practices in India: A case study. British Council.Google Scholar
Banerji, R. (2019a, June). No education policy has made such an urgent case for foundational learning. Central Square Foundation. www.centralsquarefoundation.org/articles/draft-nep-foundational-learning-rukmini-banerji-pratham.htmlGoogle Scholar
Banerji, R. (2019b). Behind the headlines. In ASER (Ed.) Annual status of education report (rural) 2018. Provisional (pp. 13–16). ASER Centre. http://img.asercentre.org/docs/ASER%202018/Release%20Material/aserreport2018.pdfGoogle Scholar
Barrett, A. M. (2009). The education millennium development goal beyond 2015: Prospects for quality and learners (Edqual Working Paper No. 13). University of Bristol.Google Scholar
Bartlett, L., & Vavrus, F. (2017). Rethinking case study research: A comparative approach. Routledge.Google Scholar
Bau, N., & Das, J. (2017). The misallocation of pay and productivity in the public sector: Evidence from the labour market for teachers (RISE Working Paper 17/017). World Bank.Google Scholar
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Open Court.Google Scholar
Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion. Historical Social Research, 37(4), 191222. https://doi.org/10.17169/fqs-13.1.1801Google Scholar
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 513. https://doi.org/10.3102/0013189X015007007Google Scholar
Berliner, D. C. (1988, February, 17–20). The development of expertise in pedagogy [Conference presentation]. Annual Meeting of the American Association of Colleges for Teacher Education, New Orleans, LA, United States.Google Scholar
Berliner, D. C. (1991). Educational psychology and pedagogical expertise: New findings and new opportunities for thinking about training. Education Psychologist, 26(2), 145155. https://doi.org/10.1207/s15326985ep2602_6Google Scholar
Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In Mangieri, J. N. & Collins Block, C. (Eds.), Creating powerful thinking in teachers and students (pp. 141186). Holt, Rinehart and Winston.Google Scholar
Berliner, D. C. (2001a). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463482. https://doi.org/10.1016/S0883-0355(02)00004-6Google Scholar
Berliner, D. C. (2001b). Teacher expertise. In Banks, F. & Shelton Mayes, A. (Eds.), Early professional development for teachers (pp. 2026). Routledge.Google Scholar
Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200212. https://doi.org/10.1177/0270467604265535Google Scholar
Berliner, D. C. (2020). The implications of understanding that PISA is simply another standardised achievement test. In Fan, G. & Popkewitz, T. S. (Eds.), Handbook of education policy studies (pp. 239258). Springer Link. https://doi.org/10.1007/978-981-13-8343-4_13Google Scholar
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Revised edition). Rowman & Littlefield.Google Scholar
Bertram, A. (2012). Getting in touch with your PCK: A look into discovering and revealing science teachers’ hidden expert knowledge. Teaching Science, 58(2), 1823.Google Scholar
Bevins, S. C. (2002). Science teachers’ perceptions of expertise in practice: An exploratory study [Doctoral dissertation, Sheffield Hallam University]. Sheffield Hallam University Research Archive. http://shura.shu.ac.uk/19352/Google Scholar
Bhan, G. (2019). Notes on a Southern urban practice. Environment & Urbanisation, 32(2), 639654. https://doi.org/10.1177/0956247818815792Google Scholar
Bhattacharjea, S., Wadhwa, W., & Banerji, R. (2011). Inside primary schools: A study of teaching and learning in rural India. ASER/Pratham Mumbai Education Initiative. https://img.asercentre.org/docs/Publications/Inside_Primary_School/Report/tl_study_print_ready_version_oct_7_2011.pdfGoogle Scholar
Bhattacharya, U. (2013). Mediating inequalities: Exploring English-medium instruction in a suburban Indian village school. Current Issues in Language Planning, 14(1), 164184. https://doi.org/10.1080/14664208.2013.791236Google Scholar
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 774. http://dx.doi.org/10.1080/0969595980050102Google Scholar
Blackwell, J. (2020). Expertise in applied studio teaching: Teachers working with multiple levels of learners. International Journal of Music Education, 38(2), 283298. https://doi.org/10.1177/0255761419898312Google Scholar
Blömeke, S., & Kaiser, G. (2017). Understanding the development of teachers’ professional competencies as personally, situationally, and societally determined. In Clandinin, D. J. & Husu, J. (Eds.), International handbook of research on teacher education (pp. 783802). Sage.Google Scholar
Bold, T., Kimenyi, M., Mwabu, G., Ng’ang’a, A, & Sandefur, J. (2013). Scaling up what works: Experimental evidence on external validity in Kenyan education. Working paper 321. Centre for Global Development. http://ssrn.com/abstract=2241240Google Scholar
Bond, L., Smith, T., Baker, W. K., & Hattie, J. A. (2000). The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study. Center for Educational Research and Evaluation, University of North Carolina.Google Scholar
Borg, S., Padwad, A., & Nath, P. K. (2022). English language teaching, learning and assessment in India: Policies and practices in the school education system. British Council.Google Scholar
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473498. https://doi.org/10.3102/00028312026004473Google Scholar
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International encyclopedia of education, 7, (pp. 548556). https://doi.org/10.1016/B978-0-08-044894-7.00654-0Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.Google Scholar
Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Polity Press.Google Scholar
Bowers, N., Merritt, E., & Rimm-Kaufman, S. (2020). Exploring teacher adaptive expertise in the context of elementary school science reforms. Journal of Science Teacher Education, 31(5), 3455. https://doi.org/10.1080/1046560X.2019.1651613Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77101. https://doi.org/10.1191/1478088706qp063oaGoogle Scholar
Bremner, N. (2021). The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it. Comparative education, 57(2), 159186. https://doi.org/10.1080/03050068.2020.1805863Google Scholar
Brinkmann, S. (2015). Learner-centred education reforms in India: The missing piece of teachers’ beliefs. Policy Futures in Education, 13(3), 342359. https://doi.org/10.1177/1478210315569038Google Scholar
Britto, P. R. (2012). School readiness: A conceptual framework. UNICEF.Google Scholar
Bromme, R., & Steinbring, H. (1994). Interactive development of subject matter in the mathematics classroom. Educational Studies in Mathematics, 27, 217248. https://link.springer.com/article/10.1007/BF01273730Google Scholar
Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed.) (pp. 328375). Palgrave Macmillan.Google Scholar
Bruer, J. T. (1993). The mind’s journey from novice to expert. American Educator, 1(2), 615.Google Scholar
Bruner, J. (1996). The culture of education. Harvard University Press.Google Scholar
Bucci, T. T. (1999). Expert mathematics teachers’ parallels to worldviews: Investigating pedagogical responses to novice mathematics teachers’ concerns. [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314Google Scholar
Bucci, T. T. (2003). Researching expert teachers: Who should we study? The Educational Forum, 68(1), 8288. https://doi.org/10.1080/00131720308984606Google Scholar
Buckler, A. (2011). Reconsidering the evidence base, considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers. International Journal of Education Development, 31, 244250. https://doi.org/10.1016/j.ijedudev.2010.04.003Google Scholar
Buhl-Wiggers, J., Kerwin, J. T., Smith, J. A., & Thornton, R. (2018). Teacher effectiveness in Africa: Longitudinal and causal estimates. S-89238-UGA-1 Working paper. International Growth Centre. www.theigc.org/wp-content/uploads/2019/01/Buhl-Wiggers-et-al-2018-Working-paper.pdfGoogle Scholar
Bullough, R. V., & Baughman, K. (1993). Continuity and change in teacher development: First year teacher after five years. Journal of Teacher Education, 44(2), 8695. https://doi.org/10.1177/0022487193044002003Google Scholar
Bullough, R. V., & Baughman, K. (1995). Changing contexts and expertise in teaching: First-year teacher after seven years. Teaching and Teacher Education, 11(5), 461477. https://doi.org/10.1016/0742-051X(94)00005-QGoogle Scholar
Burdett, N. (2017). Review of high-stakes examination instruments in primary and secondary schools in developing countries (RISE Working Paper 17/018). World Bank.Google Scholar
Butzkamm, W., & Caldwell, J. A. W. (2009). The bilingual reform: A paradigm shift in foreign language teaching. Narr Studienbücher.Google Scholar
Calderhead, J., & Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. Falmer.Google Scholar
Campbell, K. (1991). Personal norms of experienced expert suburban high school teachers: implications for selecting and retaining outstanding individuals. Action in Teacher Education, 12(4), 3540. https://doi.org/10.1080/01626620.1991.10463108Google Scholar
Campbell, R. J., Kyriakides, L., Muijs, D., & Robinson, W. (2003). Differential teacher effectiveness: Towards a model for research and teacher appraisal. Oxford Review of Education, 29(3), 347362. https://doi.org/10.1080/03054980307440Google Scholar
Campbell, R. J., Kyriakides, L., Muijs, D., & Robinson, W. (2004a). Assessing teacher effectiveness: Developing a differentiated model. Routledge Falmer.Google Scholar
Campbell, R. J., Kyriakides, L., Muijs, D., & Robinson, W. (2004b). Effective teaching and values: some implications for research and teacher appraisal. Oxford Review of Education, 30(4), 451465. https://doi.org/10.1080/0305498042000303955Google Scholar
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.Google Scholar
Canagarajah, A. S. (2013). Translingual Practice. Routledge.Google Scholar
Canale, M. (1983). From communicative competence to communicative language pedagogy. In Richards, J. C. & Schmidt, R. W. (Eds.), Language and communication (pp. 227). Taylor and Francis.Google Scholar
Carbonell, K. B., Stalmeijer, R. E., Könings, K. D., Segers, M., & van Merriënboer, J. J. G. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 1429. http://dx.doi.org/10.1016/j.edurev.2014.03.001Google Scholar
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. C. (1988). Expert–novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 2531. https://doi.org/10.1177/002248718803900306Google Scholar
Carter, K., Sabers, D., Cushing, K., Pinnegar, S., & Berliner, D. C. (1987). Processing and using information about students: A study of expert, novice, and postulant teachers. Teaching and Teacher Education, 3(2), 147157. https://doi.org/10.1016/0742-051X(87)90015-1Google Scholar
Caspari-Sadeghi, S., & Konig, J. (2018). On the adequacy of expert teachers: From practical convenience to psychological reality. International Journal of Higher Education, 7(5), 119. https://doi.org/10.5430/ijhe.v7n5p1Google Scholar
Chalmers, H., Faitaki, F., & Murphy, V. A. (2021). Setting research priorities for English as an additional language: What do stakeholders want from EAL research? Report submitted to the British Association for Applied Linguistics (BAAL).Google Scholar
Chattopadhyay, K. (2020). What’s happening in … India. IATEFL Voices, 272, 2021.Google Scholar
Chen, W. (2001). Description of an expert teacher’s constructivist-oriented teaching: Engaging students’ critical thinking in learning creative dance. Research Quarterly for Exercise and Sport, 72(4), 366375. https://doi.org/10.1080/02701367.2001.10608973Google Scholar
Chen, W., & Ding, M. (2018). Transition from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher. Frontiers of Education in China, 13, 601632. https://doi.org/10.1007/s11516-018-0031-zGoogle Scholar
Chen, W., & Rovegno, I. (2000). Examination of expert and novice teachers’ constructivist-oriented teaching practices using a movement approach to elementary physical education. Research Quarterly for Exercise and Sport, 71(4), 357372. https://doi.org/10.1080/02701367.2000.10608919Google Scholar
Chick, J. K. (1996). Safe-talk: collusion in apartheid education. In Coleman, H. (Ed.), Society and the language classroom (pp. 2139). Cambridge University Press.Google Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.Google Scholar
City, E. A. (2011). Learning from instructional rounds. Educational Leadership, 69(2), 3641.Google Scholar
Clarridge, P. B., & Berliner, D. C. (1991). Perceptions of student behaviour as a function of expertise. Journal of Classroom Interaction, 26(1), 18.Google Scholar
Clegg, J., & Afitska, O. (2011). Teaching and learning in two languages in African classrooms. Comparative Education, 47(1), 6177. http://dx.doi.org/10.1080/03050068.2011.541677Google Scholar
Clemens, M. A. (2004). The long walk to school: International education goals in historical perspective (Working Paper No. 37). Centre for Global Development. www.cgdev.org/publication/long-walk-school-international-education-goals-historical-perspective-working-paper-37Google Scholar
Coe, R. Aloisi, C., Higgins, S., & Major, L. M. (2014). What makes great teaching? Review of the underpinning research (Project report). Sutton Trust. www.suttontrust.com/wp-content/uploads/2019/12/What-makes-great-teaching-FINAL-4.11.14-1.pdfGoogle Scholar
Colic-Peisker, V. (2004). Doing ethnography in ‘one’s own ethnic community’: The experience of an awkward insider. In Hume, L. & Mulcock, J. (Eds.), Anthropologists in the field: Cases in participant observation (pp. 8294). Columbia University Press.Google Scholar
Collins, H., & Evans, R. (2007). Rethinking expertise. University of Chicago Press.Google Scholar
Comaroff, J., & Comaroff, J. L. (2012a). Theory from the South: Or how Euro-America is evolving toward Africa. Anthropological Forum, 22(2), 113131. https://doi.org/10.1080/00664677.2012.694169Google Scholar
Comaroff, J., & Comaroff, J. L. (2012b). Theory from the South: Or how Euro-America is evolving toward Africa. Routledge.Google Scholar
Conn, K. M. (2017). Identifying effective education interventions in sub-Saharan Africa: a meta-analysis of impact evaluations. Review of Educational Research, 87(5), 863898. https://doi.org/10.3102/0034654317712025Google Scholar
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Allen & Unwin.Google Scholar
Connell, R. (2014). Using southern theory: Decolonizing social thought in theory, research and application. Planning Theory, 13(2), 210223. https://doi.org/10.1177/1473095213499216Google Scholar
Connell, R. (n.d.). Southern Theory. Raewyn Connell. www.raewynconnell.net/p/theory.htmlGoogle Scholar
Conners, N. A. (2008). An in-depth study of expert middle school special educators (Publication No. 3311943). [Doctoral dissertation, George Mason University]. ProQuest dissertations and theses global. www.proquest.com/docview/194029978Google Scholar
Cook, G. (2010). Translation in language teaching. Oxford University Press.Google Scholar
Copeland, W. D., Birmingham, C., DeMeulle, L., D’Emidio-Caston, J., & Natal, D. (1994). Making meaning in classrooms: An investigation of cognitive processes in aspiring teachers, experienced teachers, and their peers. American Educational Research Journal, 31, 166196. https://doi.org/10.3102/00028312031001166Google Scholar
Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science and Medicine, 41(12), 16671676. https://doi.org/10.1016/0277-9536(95)00127-SGoogle Scholar
Cravens, X., & Wang, J. (2017). Learning from the masters: Shanghai’s teacher-expertise infusion system. International Journal for Lesson and Learning Studies, 6(4), 306320. https://doi.org/10.1108/IJLLS-12-2016-0061Google Scholar
Crawford, V. M. (2007). Adaptive expertise as knowledge building in science teachers’ problem solving. In Kayser, D. & Protopapas, A. (Eds.), Proceedings of the European cognitive science conference 2007 (pp. 250255). Psychology Press.Google Scholar
Crawford, V. M., Schlager, M., Toyama, Y., Riel, M., & Vahey, P. (2005, April, 11–15). Characterising adaptive expertise in science teaching: Report on laboratory study of teacher reasoning [Conference presentation]. American Educational Research Association Annual Conference, Montréal, Canada.Google Scholar
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103115. https://doi.org/10.1111/j.1540-4781.2009.00986.xGoogle Scholar
Crehan, L. (2016). Cleverlands: The secrets behind the success of the world’s most celebrated education systems. Unbound.Google Scholar
Cueto, S., Leon, J., Sorto, M. A., & Miranda, A. (2017). Teachers’ pedagogical content knowledge and mathematical achievement of students in Peru. Education Studies in Mathematics, 94, 329345. https://doi.org/10.1007/s10649-016-9735-2Google Scholar
Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649676. https://doi.org/10.17763/haer.71.4.j261357m62846812Google Scholar
Cummins, J. (2011). Putting the evidence back into evidence-based policies for underachieving students. Babylonia, 1(11), 3438. http://babylonia.ch/fileadmin/user_upload/documents/2011-1/Baby2011_1cummins.pdfGoogle Scholar
Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., & Sastri, P. (2006). ELL students speak for themselves: Identity texts and literacy engagement in multilingual classrooms. Unpublished manuscript. Downloaded from academic.edu.Google Scholar
Dados, N., & Connell, R. (2012). The global South. Contexts, 11(1), 1213. https://doi.org/10.1177/1536504212436479Google Scholar
Dakin, J. (1973). The language laboratory and language learning. Longman.Google Scholar
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford Centre for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdfGoogle Scholar
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.Google Scholar
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423443. https://doi.org/10.1080/03054980701450746Google Scholar
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. McGraw Hill/Open University Press.Google Scholar
Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness. Research report RR743. Department for Education and Skills. https://dera.ioe.ac.uk/6405/1/rr743.pdfGoogle Scholar
de Grauwe, P. (2006). Language diversity and economic development. University of Leuven.Google Scholar
Devereux, S., Hochfeld, T., Karriem, A., Mensah, C., Morahanye, M., Thabang, M., Mukubonda, A., Naicker, S., Nkomo, G., Sanders, D., & Sanousi, M. (2018). School feeding in South Africa: What we know, what we don’t know, what we need to know, what we need to do (Food Security SA Working Paper No. 4). NRF Centre of Excellence in Food Security, Dept. of Science and Technology, National Research Foundation. https://foodsecurity.ac.za/wp-content/uploads/2018/06/CoE-FS-WP4-School-Feeding-in-South-Africa-11-jun-18.pdfGoogle Scholar
Dikilitaş, K., Griffiths, C. (2017). Presenting and writing up action research. In Dikilitaş, K. & Griffiths, C. (Eds.), Developing language teacher autonomy through action research (pp. 217236). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-50739-2_9Google Scholar
Dongre, A., Kapur, A., & Tewary, V. (2014). How much does India spend per student on elementary education? Centre for Policy Research.Google Scholar
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Free Press.Google Scholar
Dudley, P. (2014). Lesson study: A handbook. LSUK. http://repositorio.minedu.gob.pe/handle/20.500.12799/5017Google Scholar
Edge, J. (2012). The reflexive teacher educator in TESOL: Roots and wings. Routledge.Google Scholar
Ekembe, E. (2016). Do ‘resourceful’ methodologies really work in ‘under-resourced’ contexts? In Murphy, A. (Ed.), New developments in foreign language learning (pp. 121140). NOVA Science.Google Scholar
Elferink-Gemser, M. T., te Wierike, S. C. M., & Visscher, C. (2018). Multidisciplinary longitudinal studies: A perspective from the field of sports. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed.) (pp. 271290). Cambridge University Press. https://doi.org/10.1017/9781316480748.016Google Scholar
Ellis, N. C. (1996). Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18(1), 91126. https://doi.org/10.1017/S0272263100014698Google Scholar
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Google Scholar
Eraut, M. (1995). Schön shock: A case for refraining reflection-in-action? Teachers and Teaching, 1, 922. https://doi.org/10.1080/1354060950010102Google Scholar
Ergun, A., & Erdemir, A. (2010). Negotiating insider and outsider identities in the field: ‘Insider’ in a foreign land; ‘outsider’ in one’s own land. Field Methods, 22(1), 1638. https://doi.org/10.1177/1525822X09349919Google Scholar
Ericsson, K. A. (2018). An introduction to the second edition of the Cambridge Handbook of expertise and expert performance: Its development, organisation, and content. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed.) (pp. 320). Cambridge University Press. https://doi.org/10.1017/9781316480748.001Google Scholar
Ericsson, K. A., & Smith, J. (1991). Toward a general theory of expertise: Prospects and limits. Cambridge University Press.Google Scholar
Ericsson, K. A., & Towne, T. J. (2010). Expertise. Wires Cognitive Science, 1(3), 404416. https://doi.org/10.1002/wcs.47Google Scholar
Ethell, R. G., & McMeniman, M. M. (2000). Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education, 51(2), 87101. https://doi.org/10.1177%2F002248710005100203Google Scholar
Even, R., & Gottlib, O. (2011). Responding to students: Enabling a significant role for students in the class discourse. In Li, Y. & Kaiser, G. (Eds.), Expertise in mathematics instruction: An international perspective (pp. 109129). Springer. https://doi.org/10.1007/978-1-4419-7707-6_6Google Scholar
Even, R., Tirosh, D., & Robinson, N. (1993). Connectedness in teaching equivalent algebraic expressions: Novice versus expert teachers. Mathematics Education Research Journal, 5(1), 5059. https://doi.org/10.1007/BF03217254Google Scholar
Fakeye, D. O. (2011). Primary school pupils’ perception of the efficacy of mother tongue education in Ibadan Metropolis. Asian Social Science, 7(12), 7278. http://dx.doi.org/10.5539/ass.v7n12p72Google Scholar
Farrell, T. (2013). Reflecting on ESL teacher expertise: A case study. System, 41, 10701082. https://doi.org/10.1016/j.system.2013.10.014Google Scholar
Feltovich, P. J., Spiro, R. J., & Coulson, R. L. (1997). Issues of expert flexibility in contexts characterised by complexity and change. In Feltovich, P. J., Ford, K. M., & Hoffman, R. R. (Eds.), Expertise in context: Human and machine (pp. 125146). AAAI/MIT Press.Google Scholar
Finlay, L. (2012). Unfolding the phenomenological research process: Iterative stages of ‘seeing afresh’. Journal of Humanistic Psychology, 53(2), 172201. https://doi.org/10.1177/0022167812453877Google Scholar
Flores, N. (2014, July 19). Let’s not forget that translanguaging is a political act. The Educational Linguist. https://educationallinguist.wordpress.com/2014/07/19/lets-not-forget-that-translanguaging-is-a-political-act/Google Scholar
Flyvbjerg, B. (2006). Case study. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (pp. 301316). Sage.Google Scholar
Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 1217.Google Scholar
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press/Routledge.Google Scholar
Fullan, M., & Hargreaves, A. (2016). Call to action: Bringing the profession back in. Learning Forward.Google Scholar
Gage, N. L. (1989). The paradigm wars and their aftermath: A ‘historical’ sketch of research on teaching since 1989. Educational Researcher, 18(7), 410. https://doi.org/10.3102/0013189X018007004Google Scholar
Galiani, S., & Perez-Truglia, R. (2013). School management in developing countries. In Glewwe, (Ed.), Education policy in developing countries (pp. 193242). University of Chicago Press.Google Scholar
Gandhi Kingdon, G. (2007). The progress of school education in India. Oxford Review of Economic Policy, 23(2), 168195. https://doi.org/10.1093/oxrep/grm015Google Scholar
García, O. (2009a). En/countering indigenous bilingualism. Journal of Language, Identity, and Education, 8(5), 376380. https://doi.org/10.1080/15348450903305155Google Scholar
García, O. (2009b). Education, multilingualism and translanguaging in the twenty-first century. In Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K. & Panda, M. (Eds.), Social justice through multilingual education (pp. 140158). Multilingual Matters.Google Scholar
García, O. (2010). Latino language practices and literacy education in the US. In Farr, M., Seloni, L., & Song, J. (Eds.), Ethnolinguistic diversity and education: Language, literacy and culture (pp. 193211). Routledge.Google Scholar
García, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.Google Scholar
Gatbonton, E. (1999). Investigating experienced ESL teachers’ pedagogical knowledge. The Modern Language Journal, 83(1), 3550. https://doi.org/10.1111/0026-7902.00004Google Scholar
Gay, M. J. (2012). Excellent teaching: A collective case study of outstanding elementary mathematics teachers’ teaching of mathematics. [Doctoral dissertation, University of Nebraska-Lincoln]. Public Access Theses and Dissertations from the College of Education and Human Sciences. https://digitalcommons.unl.edu/cehsdiss/158Google Scholar
Geary, M. J., & Groer, S. (1994). Inflight decisions of expert and novice health teachers. Journal of School Health, 64, 110114. https://doi.org/10.1111/j.1746-1561.1994.tb03272.xGoogle Scholar
Gerring, J. (2007). Case study research: principles and practices. Cambridge University Press.Google Scholar
Giordano, E. A. (2008). School clusters and teacher resource centres. UNESCO.Google Scholar
Glaser, R., & Chi, M. T. H. (1988). Overview. In Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.), The nature of expertise (pp. xvxxviii). Lawrence Erlbaum Associates.Google Scholar
Gode, D., Khomne, S., Lingala, R., Mukherjee, K., Naik Khwaja, N., Prathikantam, V. R., Sagrolikar, M., & Tayade, G. (2021). Connecting eight effective ELT classrooms: Contexts, challenges and solutions. New Delhi: AINET. https://theainet.net/connecting_eight_effective_ELT_classrooms.pdfGoogle Scholar
Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED521228.pdfGoogle Scholar
Goldstein, H. (2004). Education for all: the globalisation of learning targets. Comparative Education, 40(1), 714. https://doi.org/10.1080/0305006042000184854Google Scholar
Goo, J. (2020). Research on the role of recasts in L2 learning. Language Teaching, 53(3), 289315. https://doi.org/10.1017/S026144482000004XGoogle Scholar
Goodwyn, A. (2011). The expert teacher of English. Routledge.Google Scholar
Goodwyn, A. (2017). Expert teachers: An international perspective. Routledge.Google Scholar
Government of India. (2020). National education policy 2020.Google Scholar
Graham, N. (2014). Balanced artistry: Describing and explaining expert teacher practice as adaptive expertise (Publication No. 3618450) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global.Google Scholar
Grech, S. (2015). Disability and poverty in the global South: Renegotiating development in Guatemala. Palgrave Macmillan.Google Scholar
Grimes, P., Sayarath, K., & Outhaithany, S. (2011). The Lao PDR inclusive education project 1993–2009: Reflections on the impact of a national project aiming to support the inclusion of disabled students. International Journal of Inclusive Education, 15(10), 11351152. https://doi.org/10.1080/13603116.2011.555067Google Scholar
Gross, E. A. (2014). The role of reflection in expert teacher instruction [Doctoral dissertation, Wayne State University]. Digital Commons @WayneState. http://digitalcommons.wayne.edu/oa_dissertationsGoogle Scholar
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 105117). Sage.Google Scholar
Gudmundsdottir, S. (1990). Values in pedagogical content knowledge. Journal of Teacher Education, 41(3), 4452. https://doi.org/10.1177/002248719004100306Google Scholar
Gudmundsdottir, S. (1991). Ways of seeing are ways of knowing. The pedagogical content knowledge of an expert English teacher. Journal of Curriculum Studies, 23(5), 409421. https://doi.org/10.1080/0022027910230503Google Scholar
Hagberg, S. (2002). Learning to live or to leave? Education and identity in Burkina Faso. African Social logical Review, 6(2), 2846. http://dx.doi.org/10.4314/asr.v6i2.23213Google Scholar
Hammersley, M. (1992). What’s wrong with ethnography? Methodological explorations. Routledge.Google Scholar
Hanks, J. (2017). Exploratory practice in language teaching: Puzzling about principles and practices. Palgrave Macmillan.Google Scholar
Hanusova, S., Pisova, M., Kostkova, K., Janikova, V., & Najvar, P. (2013). Researching the expertise of foreign language teachers. Journal of Language and Cultural Education, 1(1), 436.Google Scholar
Hanusova, S., Pisova, M., Kostkova, K., Janikova, V., & Najvar, P. (2014). Subjective determinants of the development of foreign language teacher expertise. Pedagogicka Orientace, 24(6), 857877. http://dx.doi.org/10.5817/PedOr2014-6-857Google Scholar
Haque, S., Banu, S., Siddiqui, N.A., Hossein, A., Ahmed, S., Malek, S., Jahan, M., Roy, G., Shafique, S., & Salahuddin, M. (2019). Peshagoto sikha, dwitiyo khando: Tathyapustak [Professional studies: Part two. Theoretical module]. National Academy of Primary Education, Bangladesh.Google Scholar
Hardman, F., Abd-Kadir, J., Agg, C., Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: The impact of school-based training. Comparative Education, 45(1), 6586. http://dx.doi.org/10.1080/03050060802661402Google Scholar
Harley, K., Barasa, F., Bertram, C., Mattson, E., & Pillay, S. (2000). ‘The real and the ideal’: Teacher roles and competences in South African policy and practice. International Journal of Educational Development, 20, 287304. https://doi.org/10.1016/S0738-0593(99)00079-6Google Scholar
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Longman.Google Scholar
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In Stevenson, H. W., Azuma, H., & Hakuta, K. (Eds.), Child development and education in Japan (pp. 262272). W. H. Freeman.Google Scholar
Hatch, L. T. (2015). Expert rural elementary school teachers’ planning for effective instruction. All Graduate Theses and Dissertations. https://digitalcommons.usu.edu/etd/4028Google Scholar
Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. The Journal of Higher Education, 72(6), 699729. www.jstor.org/stable/2672900?origin=JSTOR-pdfGoogle Scholar
Hattie, J. (2003). Teachers make a difference: what is the research evidence? Australian Council for Educational Research.Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.Google Scholar
Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Routledge.Google Scholar
Hattie, J. (2015). What works best in education: The politics of collaborative expertise. Pearson.Google Scholar
Hayden, E., Baird, M. E., & Singh, A. (2020). Learning the words and knowing the concepts: An in-depth study of one expert teacher’s use of language as a cultural tool to support inquiry. Literacy, 54(1), 1827. https://doi.org/10.1111/lit.12192Google Scholar
Hayden, H. E., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: The view from the top and the ascent. Teaching Education, 24(4), 395414. https://doi.org/10.1080/10476210.2012.724054Google Scholar
Hess, N. (2001). Teaching large multilevel classes. Cambridge University Press.Google Scholar
Heugh, K. (2015). Epistemologies and multilingual education: Translanguaging and longer – companions in conversation with policy and practice. Language and Education, 29(3), 280285. https://doi.org/10.1080/09500782.2014.994529Google Scholar
Heugh, K. (2021). Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Harding-Esch, P. & Coleman, H. (Eds.), Language and the Sustainable Development Goals (pp. 3747). British Council.Google Scholar
Heugh, K., French, M., Armitage, J., Taylor-Leech, K., Bilinghurst, N., & Ollerhead, S. (2019). Using multilingual approaches: Moving from theory to practice. British Council.Google Scholar
Hickling-Hudson, A. (2009). ‘Southern theory’ and its dynamics for postcolonial education. Counterpoints, 369, 365375.Google Scholar
Ho, S., & Liu, K. (2015). A qualitative study of decision-making processes between expert and novice teachers in teaching students with intellectual disability. Unpublished manuscript. Downloaded from www.jldd.jp/gtid/acmr_17/pdf/37-su-hua-ho.pdfGoogle Scholar
Hogan, T., & Rabinowitz, M. (2009). Teacher expertise and the development of a problem representation. Educational Psychology, 29(2), 153169. https://doi.org/10.1080/01443410802613301Google Scholar
Hogan, T., Rabinowitz, M., & Craven, III, J. A. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235247. https://doi.org/10.1207/S15326985EP3804_3Google Scholar
Holliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.Google Scholar
Housner, L. D., & Griffey, D. C. (1985). Teacher cognition: Differences in planning and interactive decision-making between experienced and inexperienced teachers. Research quarterly for exercise and sport, 56(1), 4553. https://doi.org/10.1080/02701367.1985.10608430Google Scholar
Hughes, R. E. (2021). Apprenticing third graders in disciplinary literacy in history. Literacy Research and Instruction, 60(2), https://doi.org/10.1080/19388071.2020.1789249Google Scholar
Huisman, J., & Smits, J. (2009). Effects of household- and district-level factors primary school enrolment in 30 developing countries. World Development, 37(1), 179193. https://doi.org/10.1016/j.worlddev.2008.01.007Google Scholar
Hymes, D. H. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (Eds.), Sociolinguistics: Selected readings (pp. 269293). Penguin.Google Scholar
Johnson, K. (2005). Expertise in second language learning and teaching. Palgrave Macmillan.Google Scholar
Johnson, K. (2010). Expertise in language learning and teaching: Key concepts in ELT. ELT Journal, 64(2) 217218. https://doi.org/10.1093/elt/ccp104Google Scholar
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.Google Scholar
Kane, T. J., & Cantrell, S. (2010). Learning about teaching: Initial findings from the measures of effective teaching project. MET research paper. Bill and Melinda Gates foundation. https://docs.gatesfoundation.org/documents/preliminary-findings-research-paper.pdfGoogle Scholar
Karavas-Doukas, K. (1998). Evaluating the implementation of educational innovations: Lessons from the past. In Rea-Dickins, P. & Germaine, K. P. (Eds.), Managing evaluation and innovation in language teaching: Building bridges (pp. 2550). Routledge.Google Scholar
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational wellbeing and the quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702715. https://doi.org/10.1037/0022-0663.100.3.702Google Scholar
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 4771. https://doi.org/10.1080/1354060042000337093Google Scholar
Kowalchuk, E. (1993). Novice and expert differences in art teaching: The effects of knowledge and experience. Arts Education Policy Review, 94(5), 1619. https://doi.org/10.1080/10632913.1993.9936928Google Scholar
Kramsch, C. (2002). Standard, norm, and variability in language learning: A view from foreign language research. In Gass, S., K. Bardovi-Harlig, , Sieloff Magnan, S. & Walz, J. (Eds.), Pedagogical norms for second in foreign language learning and teaching: Studies in honour of Albert Valdman (pp. 5979). John Benjamins.Google Scholar
Krueger, T. (1997). Oral communication skills necessary for successful teaching: The students’ perspective. Educational Research Quarterly, 21(2), 1326.Google Scholar
Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers’ comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23, 10381050. https://doi.org/10.1016/j.tate.2006.02.001Google Scholar
Kuchah, K. (2013). Context-appropriate ELT pedagogy: An investigation in Cameroonian primary schools. [Doctoral dissertation, University of Warwick]. University of Warwick Publications Service & WRAP.Google Scholar
Kuchah, K. (2018). Teaching English in difficult circumstances: Setting the scene. In Kuchah, K. & Shamim, F. (Eds), International perspectives in teaching English in difficult circumstances (pp. 125). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53104-9_1Google Scholar
Kuchah, K. (2019). From little steps to giant strides: The story of my professional journey. In Maley, A. (Ed.), Developing expertise through experience (pp. 93103). British Council.Google Scholar
Kuchah, K., & Shamim, F. (2018). International perspectives on teaching English in difficult circumstances. Palgrave Macmillan.Google Scholar
Kumar, P., & Wiseman, A. W. (2021). Teacher quality discourse in India: A national reform agenda content analysis. Teaching and Teacher Education, 107, 103504. https://doi.org/10.1016/j.tate.2021.103504Google Scholar
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.Google Scholar
Kunter, M. (2013). Motivation as an aspect of professional competence: Research findings on teacher enthusiasm. In Kunter, M., J. Baumert, , Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 273289). Springer. https://doi.org/10.1007/978-1-4614-5149-5_13Google Scholar
Kunter, M., & Voss, T. (2013). The model of instructional quality in COACTIV: A multicriteria analysis. In Kunter, M., J. Baumert, , Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 97124). Springer. https://doi.org/10.1007/978-1-4614-5149-5_6Google Scholar
Kunter, MBaumert, , J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.). (2013a). Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV Project. Springer. https://doi.org/10.1007/978-1-4614-5149-5Google Scholar
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013b). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805820. https://doi.org/10.1037/a0032583Google Scholar
Kumar, K. (2005). Political agenda of education: A study of colonialist and nationalist ideas. Sage.Google Scholar
Kuyini, A. B., & Desai, I. (2007). Principals’ and teachers’ attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana. Journal of Research in Special Educational Needs, 7(2), 104113. https://doi.org/10.1111/j.1471-3802.2007.00086.xGoogle Scholar
Kyaruzi, F., Strijbos, J, Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, 26(3), 278302. https://doi.org/10.1080/0969594X.2019.1593103Google Scholar
Lahiri, S. (2021). Exploring teacher appraisal for teacher quality: Sojourn from global standards to local needs. In Wiseman, A. W. & Kumar, P. (Eds.), Building teacher quality in India: Examining policy frameworks and implementation outcomes (pp. 1942). Emerald Publishing.Google Scholar
Lam, W. (2009). Directing learner attention to language knowledge and language use in the EFL classroom: The voice of an expert teacher. ELTED, 12, 6166.Google Scholar
Lamb, M., & Wedell, M. (2013). Inspiring English teachers: A comparative study of learner perceptions of inspirational teaching. ELT research papers 13–03. British Council. www.teachingenglish.org.uk/sites/teacheng/files/C684%20Inspiring%20English%20Teachers_WEB_FINAL_V2.pdfGoogle Scholar
Land, T. J., & Drake, C. (2014). Enhancing and enacting curricular progressions in elementary mathematics. Mathematical Thinking and Learning, 16(2), 109134. https://doi.org/10.1080/10986065.2014.889502Google Scholar
Lauterbach, A. A., Brownell, M. T., Bettini, E. A. (2020). Expert secondary content-area teachers’ pedagogical schemas for teaching literacy to students with learning disabilities. Learning Disability Quarterly, 43(3), 227240. https://doi.org/10.1177/0731948719864417Google Scholar
Lauwerier, T., & Akkari, A. (2015). Teachers and the quality of basic education in sub-Saharan Africa (Education Research and Foresight Working Paper No. 11). UNESCO.Google Scholar
Lawrie, G. A., Schultz, M., Bailey, C. H., & Dargaville, B. L. (2019). Personal journeys of teachers: An investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice, 20, 132145. https://doi.org/10.1039/C8RP00187AGoogle Scholar
Le Nestour, A., Moscoviz, L., & Sandefur, J. (2022). The long-run decline of education quality in the developing world (Working Paper No. 608). Centre for Global Development.Google Scholar
Lee, J., & Barro, R. J. (2001). Schooling quality in a cross-section of countries. Economica, 68(272), 465488. https://doi.org/10.1111/1468-0335.d01-12Google Scholar
Leinhardt, G. (1983, April 11–15). Routines in expert math teachers’ thoughts and actions [Conference presentation]. Annual Meeting of the American Educational Research Association, Montreal, Cananda.Google Scholar
Leinhardt, G. (1989). Maths lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 5275. https://doi.org/10.2307/749098Google Scholar
Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 7595. https://doi.org/10.1037/0022-0663.78.2.75Google Scholar
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17(2), 135176. https://doi.org/10.2307/1179622Google Scholar
Leinhardt, G., Weldman, C., & Hammond, K. M. (1984, May 10). Introduction and integration of classroom routines by expert teachers [Conference presentation]. American Educational Research Association, New Orleans, LA, United States.Google Scholar
Leu, E., & Price-Rom, A. (2006). Quality of education and teacher learning: A review of the literature. American Institutes for Research Under the EQUIP1 LWA.Google Scholar
Leung, C. (2007). Dynamic assessment: Assessment for and as teaching? Language Assessment Quarterly, 4(3), 257278. http://dx.doi.org/10.1080/15434300701481127Google Scholar
Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. LTP Teacher Training.Google Scholar
Li, Q., & Ni, Y. (2009). Dialogue in the elementary school mathematics classroom: A comparison study between expert and novice teachers. Frontiers of Education in China, 4(4), 526540. https://doi.org/10.1007/s11516-009-0029-7Google Scholar
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 12221235. https://doi.org/10.1016/j.pragma.2010.07.035Google Scholar
Li, W. (2018). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(1), 930. https://doi.org/10.1093/applin/amx039Google Scholar
Li, W. (2021). Translanguaging as a political stance: Implications for English language education. ELT Journal, 76(2), 172182. https://doi.org/10.1093/elt/ccab083Google Scholar
Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher education, 66, 231241. https://doi.org/10.1016/j.tate.2017.04.009Google Scholar
Li, Y. (2018). Current problems with the prerequisite for the classroom teaching – A case study in a university in Northwest China. Smart Learning Environments, 5(2), 123. https://doi.org/10.1186/s40561-018-0051-4Google Scholar
Li, Y., & Kaiser, G. (2011). Expertise in mathematics instruction: Advancing research and practice from an international perspective. In Li, Y. & Kaiser, G. (Eds.), Expertise in mathematics instruction: An international perspective (pp. 315). Springer.Google Scholar
Li, Y., Huang, R., & Yang, Y. (2011). Characterising expert teaching in school mathematics in China – A prototype of expertise in teaching mathematics. In Li, Y. & Kaiser, G. (Eds.), Expertise in mathematics instruction: an international perspective (pp. 167195). Springer.Google Scholar
Lightfoot, A., Balasubramanian, A., Tsimpli, I., Mukhopadhyay, L., & Treffers-Daller, J. (2022). Measuring the multilingual reality: Lessons from classrooms in Delhi and Hyderabad. International Journal of Bilingual Education and Bilingualism, 25 (6), 22082228. Advance online publication. https://doi.org/10.1080/13670050.2021.1899123Google Scholar
Lin, P., & Li, Y. (2011). Expertise of mathematics teaching valued in Taiwanese classrooms. In Li, Y. & Kaiser, G. (Eds.), Expertise in mathematics instruction: An international perspective (pp. 263291). Springer.Google Scholar
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.Google Scholar
Lincoln, Y. S., & Guba, E. G. (1986). But is rigorous? Trustworthiness and authenticity in naturalistic evaluation. In Williams, D. D. (Ed.), Naturalistic evaluation (pp. 7384) Jossey-Bass.Google Scholar
Lindsjo, K. (2018). The financial burden of a fee free primary education on rural livelihoods – a case study from rural Iringa region, Tanzania. Development Studies Research, 5(1), 2636. https://doi.org/10.1080/21665095.2018.1459196Google Scholar
Little, A. (1995). Multi-great teaching: A review of research and practice. Department for International Development.Google Scholar
Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47, 349362. https://doi.org/10.1017/S0261444812000134Google Scholar
Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinctions. Journal for Research in Mathematics Education, 21(5), 372387. https://psycnet.apa.org/doi/10.2307/749395Google Scholar
Lortie, D. (1975). Schoolteacher: A sociological study. University of Chicago Press.Google Scholar
Macdonald, K., & Vul, B. T. (2018). A randomised evaluation of a low-cost highly scripted teaching method to improve basic education grade reading skills in Papua New Guinea (Policy Research Working Paper No. 8427). World Bank.Google Scholar
Mahapatra, S. K., & Anderson, J. (2022). Languages for learning: A framework for implementing India’s language-in-education policy. Current Issues in Language Planning. Advance online publication. https://doi.org/10.1080/14664208.2022.2037292Google Scholar
Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200217. https://doi.org/10.1080/09500782.2014.994524Google Scholar
Mamba, D., & Putsoa, B. (2018). Secondary school science teachers’ knowledge and implementation of effective teaching strategies in high-performing schools in Swaziland. African Journal of Research in Mathematics, Science and Technology Education, 22(1), 1426. https://doi.org/10.1080/18117295.2017.1386346Google Scholar
Markee, N. (1993). The diffusion of innovation in second language teaching. Annual Review of Applied Linguistics, 13, 229243. https://doi.org/10.1017/S0267190500002488Google Scholar
Marshall, J. H., & Sorto, M. A. (2012). The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala. International Review of Education, 58, 173197. https://doi.org/10.1007/s11159-012-9276-6Google Scholar
Marten, J. L. (2015). To whom do they turn? Expert teachers’ experiences with feedback (Publication No. 3707134) [Doctoral dissertation, Marian University]. ProQuest Dissertations and Theses Global.Google Scholar
Martin, P. W. (1996). Code-switching in the primary classroom: One response to the planned and the unplanned language environment in Brunei. Journal of Multilingual and Multicultural Development, 17(2), 128144. https://doi.org/10.1080/01434639608666265Google Scholar
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Mid-continent Regional Educational Laboratory, Aurora, Colorado.Google Scholar
Matras, Y. (2009). Language contact. Cambridge University Press.Google Scholar
Maxwell, J. A. (2012). A realist approach for qualitative research. Sage.Google Scholar
May, L. K., & Curtner-Smith, M. D. (2020). ‘My mindset has completely shifted from asking what to asking why and how’: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies. European Physical Education Review. Advance online publication. https://doi.org/10.1177/1356336X20971335Google Scholar
McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness (Research Report No. 216). Department for Education and Employment.Google Scholar
McEwan, E. K. (2002). 10 traits of highly effective teachers: How to hire, coach and mentor successful teachers. Corwin Press.Google Scholar
Mead, D. (2019). The expert teacher: Using pedagogical content knowledge to plan superb lessons. Crown House Publishing.Google Scholar
Meganathan, R. (2017). English language curriculum at the secondary stage: Perceptions of learners and teachers. Journal of Indian Education, 42(4), 93118. http://dx.doi.org/10.13140/RG.2.2.16720.20486Google Scholar
Meganathan, R. (2018). An exploration into English language teaching in multilingual contexts. In Tomlinson, B. & Keedwell, A. (Eds.), Explorations: Teaching and learning English in India. Issue 10: Using inclusive practices and multilingual approaches (2) (pp. 618). British Council.Google Scholar
Meyer, H. (2004). Novice and expert teachers’ conceptions of learners’ prior knowledge. Science Teacher Education, 88(6), 970983. https://doi.org/10.1002/sce.20006Google Scholar
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.Google Scholar
Milstein, M. (2015). Conceptualising teaching expertise and the developmental trajectory of expert teachers. [Doctoral dissertation, University of Pennsylvania]. Penn Libraries Repository. https://repository.upenn.edu/dissertations/AAI3709518Google Scholar
Moallem, M. (1994, April 4–8). An experienced teacher’s model of thinking and teaching: An ethnographic study on teacher cognition [Conference presentation]. Annual Meeting of the American Educational Research Association, New Orleans, LA, United States.Google Scholar
Moallem, M. (1998). An expert teacher’s thinking and teaching and instructional design models and principles: An ethnographic study. Educational Technology Research and Development, 46, 3764. https://doi.org/10.1007/BF02299788Google Scholar
Morais, A. M. (2002). Basil Bernstein at the micro level of the classroom. British Journal of Sociology of Education, 23(4), 559569. https://doi.org/10.1080/0142569022000038413Google Scholar
MSBSHSE [Maharashtra State Board of Secondary and Higher Secondary Education]. (2012). Syllabi for standards IX and X.Google Scholar
MSBTPCR [Maharashtra State Bureau of Textbook Production and Curriculum Research]. (2018). My English coursebook: Standard ten.Google Scholar
Muijs, D., Campbell, J., Kyriakides, L., & Robinson, W. (2005). Making the case for differentiated teacher effectiveness: An overview of research in four key areas. School Effectiveness and School Improvement, 16(1), 5170. https://doi.org/10.1080/09243450500113985Google Scholar
Mukherjee, K. (2018). An English teacher’s perspective on curriculum change in West Bengal. In Wedell, M. & Grassick, L. (Eds.), International perspectives on teachers living with curriculum change (pp. 125145). Springer. https://doi.org/10.1057/978-1-137-54309-7_7Google Scholar
Mulkeen, A. (2005). Teachers for rural schools: A challenge for Africa. World Bank.Google Scholar
Mulkeen, A. (2010). Teachers in Anglophone Africa: Issues and teacher supply, training, and management. World Bank.Google Scholar
Muralidharan, K. (2017). Field experiments in education in developing countries. In Banerjee, A. V. & Duflo, E. (Eds.), Handbook of field experiments (Vol. 2, pp. 323385). North-Holland. https://doi.org/10.1016/bs.hefe.2016.09.004Google Scholar
Muraya, D. N., & Kimamo, G. (2011). Effects of corporative learning approach on biology mean achievement scores of secondary school students in Machakos District, Kenya. Educational Research and Reviews, 6(12), 726745.Google Scholar
NCERT [National Council of Educational Research and Training]. (2006). Position paper: National focus group on teaching of English. https://ncert.nic.in/pdf/focus-group/english.pdfGoogle Scholar
NCERT [National Council of Educational Research and Training]. (2011). Leading the change… 50 years of NCERT.Google Scholar
NCERT [National Council of Educational Research and Training]. (2013). Performance indicators (PINDICS) for elementary school teachers.Google Scholar
NCERT [National Council of Educational Research and Training]. (2018). NAS 2017, National achievement survey: Class 3, 5, 8 and 10 [online data]. Educational Survey Division, NCERT. http://nas.schooleduinfo.in/dashboard/nas_ncert#/Google Scholar
Nguyen-Phuong-Mai, M. (2019). Culturally appropriate face strategies in corporative learning within sight from cultural neuroscience. Comparative Education, 55(1), 6696. https://doi.org/10.1080/03050068.2018.1541664Google Scholar
Ngware, M. W., Oketch, M., & Mutisya, M. (2014). Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? International Journal of Educational Development, 36, 312. http://dx.doi.org/10.1016/j.ijedudev.2014.01.004Google Scholar
Nordstrum, L. E. (2015). Effective teaching and education policy in sub-Saharan Africa: A conceptual study of effective teaching and review of educational policies in 11 sub-Saharan African countries. Bureau for Africa, Office for Sustainable Development, Education Division United States Agency for International Development. https://pdf.usaid.gov/pdf_docs/PA00KM8X.pdfGoogle Scholar
O’Connor, E. A., & Fish, M. C. (1998, April 13–17). Differences in the classroom systems of expert and novice teachers [Conference presentation]. Annual Meeting of the American Educational Research Association, San Diego, CA, United States.Google Scholar
OECD [Organisation for Economic Co-operation and Development]. (2009). Creating effective teaching and learning environments: First results from TALIS. OECD Publishing. www.oecd.org/education/school/50456114.pdfGoogle Scholar
OECD [Organisation for Economic Co-operation and Development]. (2018). Teaching for the future: Effective classroom practices to transform education. OECD Publishing. http://dx.doi.org/10.1787/9789264293243-en.Google Scholar
OECD [Organisation for Economic Co-operation and Development]. (2020). Education at a glance 2020: OECD indicators. OECD Publishing. https://read.oecd-ilibrary.org/education/education-at-a-glance-2020_69096873-enGoogle Scholar
Okugawa, Y. (2010). International assistance to educational development: A case study of the basic education sector in Ghana [Doctoral dissertation, University of Sussex]. Sussex Research Online. http://sro.sussex.ac.uk/id/eprint/2516/Google Scholar
Old, A. (2018, April 2). The EEF were even more wrong about ability grouping than I realised. Scenes from the battleground: Teaching in British Schools. https://teachingbattleground.wordpress.com/2018/04/02/the-eef-were-even-more-wrong-about-ability-grouping-than-i-realised/Google Scholar
Ortogero, S. P., Black, R. S., & Cook, B. G. (2017). How expert special educators effectively negotiate their job demands. Journal of the American Academy of Special Education Professionals, Winter 2017, 624. https://files.eric.ed.gov/fulltext/EJ1129636.pdfGoogle Scholar
Padwad, A., & Dixit, K. K. (2018). Coping with curricular change with limited support: An Indian English teacher’s perspective. In Wedell, M. & Grassick, L. (Eds.), International perspectives on teachers living with curriculum change (pp. 103124). Springer. https://doi.org/10.1057/978-1-137-54309-7_6Google Scholar
Palmer, D. J., Burdenski, T. K., Jr., & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist, 40(1), 1325. https://doi.org/10.1207/s15326985ep4001_2Google Scholar
Park, A., & Hannum, E. (2001, June, 7–11). Do teachers affect learning in developing countries? Evidence from matched student-teacher data from China [Conference presentation]. Rethinking Social Science Research on the Developing World in the Twenty-First Century, Social Science Research Council, Park City, UT, United States.Google Scholar
Patterson, C. (2014). Learning as central to being and becoming: Expert teachers’ personal professional development and learning [Doctoral dissertation, University of Technology Sydney]. Open Publications of UTS Scholars. https://opus.lib.uts.edu.au/bitstream/10453/34397/1/01front.pdfGoogle Scholar
Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.Google Scholar
Pepin, B., Binyan, X., Trouche, L., & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: An examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94, 257274. https://doi.org/10.1007/s10649-016-9727-2Google Scholar
Pike, P. D. (2014). The differences between novice and expert group-piano teaching strategies: A case study and comparison of beginning group piano classes. International Journal of Music Education, 32(2), 213227. https://doi.org/10.1177/0255761413508065Google Scholar
Piper, B., Sitabkhan, Y, Mejia, J., & Betts, K. (2018). Effectiveness of teachers’ guides in the Global South: Scripting learning outcomes and classroom utilization (Occasional paper No. OP-0053-1805). RTI International. https://doi.org/10.3768/rtipress.2018.op.0053.1805Google Scholar
Pirsig, R. (1974). Zen and the art of motorcycle maintenance. Bantam.Google Scholar
Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 2329. https://doi.org/10.3200/AEPR.107.4.23-29Google Scholar
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2019). Teacher professional development around the world: The gap between evidence and practice (Working Paper No. 517). Center for Global Development.Google Scholar
Porter, G., Hampshire, K., Abane, A., Tanle, A., Esia-Donkoh, K., Amoako-Sakyi, R. O., Agblorti, S., & Asiedu, S. (2011). Mobility education and livelihood trajectories for young people in rural Ghana: a gender perspective. Children’s Geographies, 9(3–4), 395410. https://doi.org/10.1080/14733285.2011.590705Google Scholar
Posner, M. I. (1988). Introduction: What is it to be an expert? In Chi, M. T. H., Glaser., R., & Farr, M. J. (Eds.), The nature of expertise (pp. xxixxxxvi). Lawrence Erlbaum.Google Scholar
Power, T., & McCormick, R. (2014). Evaluating classroom practice: A critical analysis of approaches to evaluation in large scale teacher education or education technology programmes in international development contexts. Open University. http://oro.open.ac.uk/41464/Google Scholar
Pretty, J. N. (1995). Participatory learning for sustainable agriculture. World Development, 23(8), 12471263. https://doi.org/10.1016/0305-750X(95)00046-FGoogle Scholar
Pritchett, L., & Beatty, A. (2012). The negative consequences of overambitious curricula in developing countries: Working Paper 293. Centre for Global Development. www.cgdev.org/sites/default/files/1426129_file_Pritchett_Beatty_Overambitious_FINAL_0.pdfGoogle Scholar
Pritchett, L., & Beatty, A. (2015). Slow down, you’re going too fast: matching curricula to student skill levels. International Journal of Educational Development, 40, 276288. http://dx.doi.org/10.1016/j.ijedudev.2014.11.013Google Scholar
Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies, Classroom Discourse, 10, 216236. https://doi.org/10.1080/19463014.2019.1628792Google Scholar
Pryor, J., Akyeampong, K., Westbrook, J., & Lussier, K. (2012). Rethinking teacher preparation and professional development in Africa: An analysis of the curriculum of teacher education in the teaching of early reading and mathematics. The Curriculum Journal, 23(4), 409502. http://dx.doi.org/10.1080/09585176.2012.747725Google Scholar
Qian, X., & Smyth, R. (2008). Measuring regional inequality of education in China: Widening coast-inland gap or widening rural-urban gap? Journal of International Development, 20, 132144. http://dx.doi.org/10.1002/jid.1396Google Scholar
Rajkhowa, B., & Das, S. (2015). Competency of teaching English in Indian context: A situational analysis. Journal of Language Teaching and Research, 6(1), 7177. http://dx.doi.org/10.17507/jltr.0601.08Google Scholar
Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97101.Google Scholar
Rawal, S., & Kingdon, G. (2010). Akin to my teacher: Does caste, religious or gender distance between student and teacher matter? Some evidence from India (DoQSS Working Paper No. 10–18). Institute of Education, University of London.Google Scholar
Rebolledo, P., Smith, R., & Bullock, D. (2016). Champion teachers: Stories of exploratory action research. British Council.Google Scholar
Rich, Y. (1993). Stability and change in teacher expertise. Teacher & Teacher Education, 9(2), 137146. https://doi.org/10.1016/0742-051X(93)90049-MGoogle Scholar
Riel, M. (2019). Understanding collaborative action research. Center for Collaborative Action Research.Google Scholar
Riel, M. M., & Rowell, L. L. (2017). Action research and the development of expertise: Rethinking teacher education. In Rowell, L. L., Bruce, C. D., Shosh, J. M., & Riel, M. M. (Eds.), The Palgrave international handbook of action research (pp. 667688). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_40Google Scholar
Rimpiläinen, S. (2015). Multiple enactments of method, divergent hinterlands and production of multiple realities in educational research. International Journal of Qualitative Studies in Education, 28(2), 137150. https://doi.org/10.1080/09518398.2013.855341Google Scholar
Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications and theory. Houghton Mifflin.Google Scholar
Rogers, C. R., & Sanford, R. (1984). Client-centered psychotherapy. In Kaplan, H. I., & Sadock, B. J. (Eds.), Comprehensive textbook of psychiatry (pp. 14821501). Williams & Wilkins.Google Scholar
Rollett, B. A. (2001). How do expert teachers view themselves? In Mayes, A. Shelton & Banks, F. (Eds.), Early professional development for teachers (pp. 2740). David Fulton Publishers.Google Scholar
Ropo, E. (2004). Teaching expertise: Empirical findings on expert teachers and teacher development. In Boshuizen, H. P. A., Bromme, R., & Gruber, H. (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (pp. 159179). Springer. https://doi.org/10.1007/1-4020-2094-5_9Google Scholar
Rose, T. (2015). The end of average: How to succeed in a world that values sameness. Penguin.Google Scholar
Rozelle, S., & Hell, N. (2020). Invisible China: How the urban-rural divide threatens China’s rise. University of Chicago Press.Google Scholar
Rubagiza, J., Were, E., & Sutherland, R. (2011). Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development, 31, 3743. http://dx.doi.org/10.1016/j.ijedudev.2010.06.004Google Scholar
Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 1524. https://doi.org/10.1016/j.stueduc.2011.04.003Google Scholar
Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterised by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28(1), 6388. https://doi.org/10.3102/00028312028001063Google Scholar
Sadler, M. E. (1900/1964). Study of foreign systems of education. Comparative Education Review, 7(3), 307314. www.jstor.org/stable/1187111Google Scholar
Saigal, A. (2012). Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan. Teaching and Teacher Education, 28(7), 10091017. https://doi.org/10.1016/j.tate.2012.05.007Google Scholar
Sailaja, P. (2009). Indian English. Edinburgh University Press.Google Scholar
Saloviita, T. (2015). Measuring pre-service teachers’ attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52, 6672. http://dx.doi.org/10.1016/j.tate.2015.09.003Google Scholar
Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer.Google Scholar
Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge.Google Scholar
Santos, B. de S. (2016). Epistemologies of the South and the future. From the European South, 1, 1729.Google Scholar
Santos, B. de S. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.Google Scholar
Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. Sage.Google Scholar
Sarangapani, P. M., Jain, M., Mukhopadhyay, R., & Winch, C. (2013). Baseline survey of the school scenario in some states in the context of RTE: Study of educational quality, school management, and teachers. Andhra Pradesh, Delhi and West Bengal. Ministry of Human Resource Development.Google Scholar
Sarda, A., Marquez, C., & Sanmarti, N. (2014). Characteristics of teachers’ support on learning: A case study. European Journal of Science and Mathematics Education, 2(1), 1527.Google Scholar
SCERT [State Council of Educational Research Training] Telangana. (2018). Samagra shiksha abhiyan: 5-day stay level training programme for secondary schoolteachers 2018–2019. Compendium of English language enrichment material.Google Scholar
Schempp, P., Tan, S., & McCullick, B. (2002). The practices of expert teachers. Teaching and learning, 23(1), 99106. http://hdl.handle.net/10497/296Google Scholar
Schempp, P., Tan, S., Manross, D., & Fincher, M. (1998). Differences in novice and competent teachers’ knowledge. Teachers and Teaching, 4(1), 920. https://doi.org/10.1080/1354060980040102Google Scholar
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.Google Scholar
Schön, D. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change: The Magazine of Higher Learning, 27(6), 2734.Google Scholar
Schweisfurth, M. (2013a). Learner-centred education in international perspective: Whose pedagogy for whose development? Routledge.Google Scholar
Schweisfurth, M. (2013b). Learner-centred education in international perspective. Journal of International and Comparative Education, 2(1), 18. https://doi.org/10.14425/00.45.70Google Scholar
Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers (2nd ed.). Palgrave Macmillan.Google Scholar
Sehgal, P., Nambudiri, R., & Mishra, S. K. (2016). Teacher effectiveness through self-efficacy, collaboration and principal leadership. International Journal of Education Management, 31(4), 505517. https://doi.org/10.1108/IJEM-05-2016-0090Google Scholar
Shamim, F., & Kuchah, K. (2016). Teaching large classes in difficult circumstances. In Hall, G. (Ed.), The Routledge handbook of English language teaching (pp. 527541). Routledge.Google Scholar
Sharma. (2013). An exploration of teachers’ beliefs and understanding of their pedagogy [Unpublished MPhil thesis, TATA Institute of Social Sciences].Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 414. https://doi.org/10.3102/0013189X015002004Google Scholar
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 122. https://doi.org/10.17763/haer.57.1.j463w79r56455411Google Scholar
Si, A. (2011). A diachronic investigation of Hindi–English code-switching, using Bollywood film scripts. International Journal of Bilingualism, 15(4), 388407. https://doi.org/10.1177/1367006910379300Google Scholar
Silberstein, M., & Tamir, P. (1991). The expert case study model: An alternative approach to the development of teacher education modules. Journal of Education for Teaching, 17(2), 165179. https://doi.org/10.1080/0260747910170205Google Scholar
Simpson, J. (2019). English language and medium of instruction in basic education in low- and middle-income countries: A British Council perspective. British Council. www.teachingenglish.org.uk/sites/teacheng/files/K068_EMI_position_low-and_middle-income_countries_Final.pdfGoogle Scholar
Sinclair, J. M., & Coulthard, M. (1975). Toward an analysis of discourse: The English used by teachers and pupils. Oxford University Press.Google Scholar
Singh, R. (2013). Professional development of teachers: the need of the hour. Young lives India policy brief 4. Young Lives India. www.younglives-india.org/Google Scholar
Smith Feger, E. A. (2009). Quality teaching in high-stakes learning environments in third grade. [Doctoral dissertation, University of Texas at Austin]. Texas ScholarWorks. https://repositories.lib.utexas.edu/Google Scholar
Smith, R. (2015). Exploratory action research is workplan: Why, what and where from? In Dikilitaş, K., Smith, R. & Trotman, W. (Eds.), Teacher-researchers in action (pp. 3745). IATEFL.Google Scholar
Smith, R. (2020). Mentoring teachers to research their classrooms: A practical handbook. British Council.Google Scholar
Smith, R., & Imura, M. (2004). Lessons from the past: traditions and reforms. In Makarova, V., & Rodgers, T. (Eds.), English language teaching: The case of Japan. (pp. 2948). Lincom-Europa.Google Scholar
Smith, R., & Rebolledo, P. (2018). A handbook for exploratory action research. British Council.Google Scholar
Smith, R., & Rebolledo, P. (n.d.). Exploratory action research for enhanced teaching and learning. British Council.Google Scholar
Smith, T. W., & Strahan, D. (2004). Toward a prototype of expertise in teaching: A descriptive case study. Journal of Teacher Education, 55(4), 357371. https://doi.org/10.1177/0022487104267587Google Scholar
Smith, T., Baker, W. K., & Hattie, J. (n.d.). A construct and consequential validity study of National Board certified teachers. Center for Educational Research and Evaluation, University of North Carolina.Google Scholar
Solmon, M. A., & Lee, A. M. (1991). A contrast of planning behaviors between expert and novice adapted physical education teachers. Adapted Physical Activity Quarterly, 8, 115127. https://doi.org/10.1123/apaq.8.2.115Google Scholar
Sorensen, N. T. (2014). Improvisation and teacher expertise: A comparative case study. [Doctoral dissertation, Bath Spa University]. Researchspace. http://researchspace.bathspa.ac.uk/Google Scholar
Sorensen, N. T. (2017). Improvisation and teacher expertise: Implications for the professional development of outstanding teachers, Professional Development in Education, 43(1), 622. https://doi.org/10.1080/19415257.2015.1127854Google Scholar
Sriprakash, A. (2009). ‘Joyful Learning’ in rural Indian primary schools: An analysis of social control in the context of child‐centred discourses. Compare, 39(5), 629641. https://doi.org/10.1080/03057920903125677Google Scholar
Sriprakash, A. (2011). The contributions of Bernstein’s sociology to education development research. British Journal of Sociology of Education, 32(4), 521539. https://doi.org/10.1080/01425692.2011.578436Google Scholar
Sriprakash, A. (2012). Pedagogies for development: The politics and practice of child-centred education in India. Springer.Google Scholar
Stahnke, R., & Blomeke, S. (2021a). Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers’ gaze and identification of events. Learning and Instruction, 74, 101464. https://doi.org/10.1016/j.learninstruc.2021.101464Google Scholar
Stahnke, R., & Blomeke, S. (2021b). Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest? Teaching and Teacher Education, 98, 103243. https://doi.org/10.1016/j.tate.2020.103243Google Scholar
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.Google Scholar
Standley, J. M., & Madsen, C. K. (1991). An observation procedure to differentiate teaching experience and expertise in music education. Journal of Research in Music Education, 39(1), 511. https://doi.org/10.2307/3344604Google Scholar
Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103114. https://doi.org/10.1080/00071005.1981.9973589Google Scholar
Sternberg, R. J. (2007). Culture, instruction, and assessment. Comparative Education, 43(1), 522. https://doi.org/10.1080/03050060601162370Google Scholar
Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 917. https://doi.org/10.3102/0013189X024006009Google Scholar
Stigler, J. W., & Miller, K. F. (2018). Expertise and expert performance in teaching. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed.) (pp. 431452). Cambridge University Press. https://doi.org/10.1017/9781316480748.024Google Scholar
Stough, L. M., & Palmer, D. J. (2001, April). Teacher reflection: How effective special educators differ from novices [Paper presentation]. Annual Meeting of the Council for Exceptional Children, Kansas City, MO. https://files.eric.ed.gov/fulltext/ED463279.pdfGoogle Scholar
Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Association for Supervision and Curriculum Development.Google Scholar
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339355. https://doi.org/10.1177/0022487111404241Google Scholar
Swanson, H. L., O’Connor, J. E., & Cooney, J. B. (1990). An information processing analysis of expert and novice teachers’ problem solving. American Educational Research Journal, 27(3), 533556. https://doi.org/10.3102/00028312027003533Google Scholar
Tabulawa, R. (1998). Teachers’ perspectives on classroom practice in Botswana: Implications for pedagogical change. International Journal of Qualitative Studies in Education, 11(2), 249268. http://dx.doi.org/10.1080/095183998236746Google Scholar
Tabulawa, R. (2003). International aid agencies, learner-centred pedagogy and political democratisation: A critique. Comparative Education, 39(1), 726. https://doi.org/10.1080/03050060302559Google Scholar
Tagore, R. (1931). The religion of man (2nd ed.). Palgrave Macmillan.Google Scholar
Teddlie, C., & Tashakkori, A. (2011). Methods research: Contemporary issues in an emerging field. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (pp. 285299). SAGE.Google Scholar
Tekola, F., Bull, S. J., Farsides, B., Newport, M. J., Adeyemo, A., Rotimi, C. N., & Davey, G. (2009). Tailoring consent to context: Designing an appropriate content process for biomedical study in a low income setting. PLOS Neglected Tropical Diseases, 3(7), 16. https://doi.org/10.1371/journal.pntd.0000482Google Scholar
Thorne, S., Jensen, L., Kearney, M. H., Noblit, G., & Sandelowski, M. (2004). Qualitative Metasynthesis: Reflections on methodological orientation and ideological agenda. Qualitative Health Research, 14(10), 13421365. https://doi.org/10.1177/1049732304269888Google Scholar
Thibault, P. J. (2017). The reflexivity of human languaging and Nigel Love’s two orders of language. Language Sciences, 61, 7485. http://dx.doi.org/10.1016/j.langsci.2016.09.014Google Scholar
Tikly, L. (2011). Towards a framework for researching the quality of education in low-income countries. Comparative Education, 47(1), 123. https://doi.org/10.1080/03050068.2011.541671Google Scholar
Tikly, L., & Barrett, A. M. (2012). Education quality and social justice in the global South: Challenges for policy, practice and research. Routledge. https://doi.org/10.4324/9780203817650Google Scholar
Tochon, F., & Munby, H. (1993). Novice and expert teachers’ time epistemology: A wave function from didactics to pedagogy. Teacher and Teacher Education, 9(2), 205218. https://doi.org/10.1016/0742-051X(93)90055-LGoogle Scholar
Toraskar, H. B. (2015). A sociocultural analysis of English language teaching expertise in Pune, India. [Doctoral Dissertation, University of Hong Kong] The HKU Scholars Hub. http://hdl.handle.net/10722/221032Google Scholar
Torff, B. (2006). Expert teachers’ beliefs about use of critical-thinking activities with high- and low-advantage learners. Teacher Education Quarterly, 33(2), 3752. www.jstor.org/stable/23478933Google Scholar
Tracy, S. J. (2010). Qualitative quality: Eight ‘big-tent’ criteria for excellent qualitative research. Qualitative enquiry, 16(10), 837851. https://doi.org/10.1177/1077800410383121Google Scholar
Traianou, A. (2006). Understanding teacher expertise in primary science: A sociocultural approach. Research Papers in Education, 21(1), 6378. https://doi.org/10.1080/02671520500445466Google Scholar
Traianou, A. (2007). Ethnography and the perils of the single case: An example from the sociocultural analysis of primary science expertise. Ethnography and Education, 2(2), 209220. https://doi.org/10.1080/17457820701350616Google Scholar
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge University Press.Google Scholar
Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In Johnson, K. (Ed.), Expertise in second language learning and teaching (pp. 167189). Palgrave Macmillan. https://doi.org/10.1057/9780230523470_9Google Scholar
Tsui, A. B. M. (2009). Teaching expertise: Approaches, perspectives, and characterisations. In Burns, A., & Richards, J. C. (Eds.), The Cambridge guide to second language teacher education (pp. 190197). Cambridge University Press.Google Scholar
Tudor, I. (1993). Teacher roles in the learner-centred classroom. ELT Journal, 47(1), 2231. https://doi.org/10.1093/elt/47.1.22Google Scholar
Turner-Bisset, R. (2001). Expert teaching: Knowledge and pedagogy to lead the profession. David Fulton Press/Routledge.Google Scholar
Ulicna, K., Pisova, M., Hanusova, S., Janikova, V., & Najvar, P. (2016). Expert teacher: Objective determinants of developing and maintaining expertise (in FLT Perspective). XLinguae Journal, 9(1), 91109. https://doi.org/10.18355/XL.2016.09.01.91-109Google Scholar
UNESCO. (2014). Wanted: Trained teachers to ensure every child’s right to primary education. Policy paper 15/Fact sheet 30. UNESCO Institute for statistics. http://uis.unesco.org/sites/default/files/documents/fs30-wanted-trained-teachers-to-ensure-every-childs-right-to-primary-education-en.pdfGoogle Scholar
UNESCO. (2017). Accountability in education: Meeting our commitments. Global education monitoring report 2017/8. UNESCO Publishing. https://en.unesco.org/gem-report/report/2017/accountability-educationGoogle Scholar
UNICEF. (2015). Evaluation of activity based learning as a means of child-friendly education: Final report. UNICEF/Educational Initiatives. www.ei-india.com/newEIWebsite/eiasset/pdf/evaluation-of-abl-as-a-means-of-child-friendly-education-%20final-report.pdfGoogle Scholar
Upvall, M., & Hashwani, S. (2001). Negotiating the informed-consent process in developing countries: A comparison of Swaziland and Pakistan. International Nursing Review, 48(3), 188192. https://doi.org/10.1046/j.1466-7657.2001.00063.xGoogle Scholar
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.Google Scholar
Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. TESOL International Association. www.tesol.org/docs/default-source/papers-and-briefs/professional-paper-26-march-2014.pdfGoogle Scholar
van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents, Teachers and Teaching, 21(6), 681699. https://doi.org/10.1080/13540602.2015.1044328Google Scholar
van der Mars, H., Volger, E. W., Darst, P. W., & Cusimano, B. (1995). Novice and expert physical education teachers: Maybe they think and decide differently… but do they behave differently? Journal of Teaching in Physical Education, 14 (3), 340347. https://doi.org/10.1123/jtpe.14.3.340Google Scholar
VanderVen, E. (2019). National education systems: Asia. In Rury, J. L. & Tamura, E. H. (Eds.), The [Oxford] handbook of the history of education (pp. 147163). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199340033.013.12Google Scholar
Varrella, G. F. (2000). Science teachers at the top of their game: What is teacher expertise? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 74(1), 4346. https://doi.org/10.1080/00098655.2000.11478639Google Scholar
Vavrus, F., & Bartlett, L. (2012). Comparative pedagogies and epistemological diversity: Social and materials contexts of teaching in Tanzania. Comparative Education Review, 56(4), 634658. www.jstor.org/stable/10.1086/667395?origin=JSTOR-pdfGoogle Scholar
Velu, R. (2015). Designing a qualitative and flexible case study to investigate the opportunities and challenges for primary education offered to first-generation learners in a rural community in the state of Maharashtra, India. Support for Learning, 30(3), 223238. https://doi.org/10.1111/1467-9604.12092Google Scholar
Verspoor, A. M. (2005). The challenge of learning: Improving the quality of basic education in sub-Saharan Africa. In Johnson, D. (Ed.), The changing landscape of education in Africa: Quality, equality and democracy (pp. 1342). Symposium Books.Google Scholar
Visvanathan, S. (2009). The search for cognitive justice. Knowledge in question: A symposium on interrogating knowledge and questioning in science. www.india-seminar.com/2009/597/597_shiv_visvanathan.htmGoogle Scholar
Vogler, E. W., van der Mars, H., Cusimano, B. E., & Darst, P. (1992). Experience, expertise, and teaching effectiveness with mainstreamed and nondisabled children in physical education. Adapted Physical Activity Quarterly, 9, 316329. https://doi.org/10.1123/apaq.9.4.316Google Scholar
Voss, T., Kleickmann, T., Kunter, M., Hachfeld, A. (2013). Mathematics teachers’ beliefs. In Kunter, M., J. Baumert, , Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (249271). Springer. https://doi.org/10.1007/978-1-4614-5149-5_12Google Scholar
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Vol. 1. Problems of general psychology. (Rieber, R. W. & Carton, A. S., Eds.). Plenum Press.Google Scholar
Wagner, D. A., & Spratt, J. E. (1988). Intergenerational literacy: Effects of parental literacy and attitude and children’s reading achievement in Morocco. Human Development, 31, 359369. https://doi.org/10.1159/000276335Google Scholar
Walford, G. (2018). The impossibility of anonymity in ethnographic research. Qualitative Research, 18(5), 516525. https://doi.org/10.1177/1468794118778606Google Scholar
Walter, S. L. (2015). Investigating teacher effects in mother-tongue-based multilingual education programmes. In Zsiga, E. C., Boyer, O. T. & Kramer, R. (Eds.), Languages in Africa: Multilingualism, language policy, and education (pp. 5970). Georgetown University Press.Google Scholar
Wang, D. (2011). The dilemma of time: Student-centred teaching in the rural classroom in China. Teaching and Teacher Education, 27, 157164. https://doi.org/10.1016/j.tate.2010.07.012Google Scholar
Wang, F. (2018). An expert EFL reading teacher’s readers club: Reader identity and teacher professional development. European Journal of Teacher Education, 41(4), 517528. https://doi.org/10.1080/02619768.2017.1416084Google Scholar
Wang, S., & Ye, L. (2020). A comparative study of the teaching language of a novice teacher and an expert teacher in algebra instruction. Research in Mathematical Education, 23(1), 1322. https://doi.org/10.7468/jksmed.2020.23.1.13Google Scholar
Warwick, D. P., Remers, F., & McGinn, N. (1992). The implementation of educational innovations: Lessons from Pakistan. International Journal of Educational Development, 12(4), 297307. https://doi.org/10.1016/0738-0593(92)90005-7Google Scholar
Webb, J. M., Diana, E. M., Luft, P., Brooks, E. W., & Brennan, E. L. (1997). Influence of pedagogical expertise and feedback on assessing student comprehension from nonverbal behavior. The Journal of Educational Research, 91(2), 8997. https://doi.org/10.1080/00220679709597526Google Scholar
Webbink, E., Smits, J., & de Jong, E. (2012). Hidden child Labour: Determinants of housewife and family business work of children in 16 developing countries. World Development, 40(3), 631642. https://doi.org/10.1016/j.worlddev.2011.07.005Google Scholar
Wedell, M. (2022). Innovation in ELT revisited: Key concepts in ELT. ELT Journal, 76(2), 272275. https://doi.org/10.1093/elt/ccac003Google Scholar
West, M. (1960). Teaching English in difficult circumstances. Longmans.Google Scholar
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries: education rigorous literature review. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://dx.doi.org/10.13140/RG.2.2.27180.77446Google Scholar
Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292305. https://doi.org/10.1177/002248719104200407Google Scholar
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education] [Doctoral dissertation, University of Bangor]. University of Bangor Research Portal. https://research.bangor.ac.uk/portal/files/20574535/nullGoogle Scholar
Wiseman, A. W., & Kumar, P. (2021). Building teacher quality in India: Examining policy frameworks and implementation outcomes. Emerald Publishing.Google Scholar
Wittgenstein, L. (1958). Philosophical Investigations. Blackwell.Google Scholar
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. (2016). Teacher vision: Expert and novice teachers’ perception of problematic classroom management scenes. Instructional Science, 44, 243265. https://doi.org/10.1007/s11251-016-9367-zGoogle Scholar
Wolff, C. E., van den Bogert, N., Jarodska, H., & Boshuizen, H. P. A. (2015). Journal of Teacher Education, 66(1), 6885. https://doi.org/10.1177/0022487114549810Google Scholar
World Bank. (2016). What is happening inside classrooms in Indian secondary schools? A time on task study in Madhya Pradesh and Tamil Nadu. World Bank Group. https://openknowledge.worldbank.org/handle/10986/26521Google Scholar
World Bank. (2019a). GNI per capita, Atlas method (current US$). https://data.worldbank.org/indicator/ny.gnp.pcap.cd?year_high_desc=trueGoogle Scholar
World Bank. (2019b). Ending learning poverty: What will it take? https://openknowledge.worldbank.org/handle/10986/32553Google Scholar
Wubbels, T., den Brok, P., Veldman, I, & van Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12(4), 407433. https://doi.org/10.1080/13450600600644269Google Scholar
Yang, X. (2014). Conception and characteristics of expert mathematics teachers in China. Springer Spektrum.Google Scholar
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2018). Measuring Chinese teacher professional competence: adapting and validating a German framework in China. Journal of Curriculum Studies, 50(5), 638653. https://doi.org/10.1080/00220272.2018.1502810Google Scholar
Yinger, R. J. (1987, April). By the seat of your pants: An inquiry into improvisation and teaching [Conference presentation]. Annual meeting of the American Educational Research Association, Washington, DC.Google Scholar
You, J. (2009). Teaching beginning band dance classes in higher education: Learning to teach from an expert dance educator. International Journal of Education and the Arts, 10(23), 123. www.ijea.org/v10n23/Google Scholar
Yuan, R., & Zhang, L. J. (2020). Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly, 54(4), 870899. https://doi.org/10.1002/tesq.561Google Scholar