Introduction[Porta Linguarum, Special issue 2023c, December 2023]

Referencias bibliográficas

• Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371
• Borg, S., Anderson, J., Beaumont, B., Xie, K., Guo, Y., Thorburn, R., Choi, T., Kim, H. J., Aizawa, I., & Fujinaga, K. (Eds.) (2022). The continuing professional development experiences and needs of English language teachers (Countries: China, Japan and Korea). British Council.
• Cirocki, A., & Farrell, T. S. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111
• Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.1
• Derakhshan, A., & Nazari, M. (2022). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00666-1
• Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1–28. https://doi.org/10.22054/ilt.2020.52263.496
• Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers’ success. TES-EJ, 24(3), https://tesl-ej.org/wordpress/issues/volume24/ej95/ej95a2/
• Fan, J. & Wang, Y. (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.952503.
• Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
• Garzón Artacho, E., Martínez, T. S., Ortega-Martín, J. L., Marín Marín, J. A., & Gómez García, G. (2020). Teacher training in lifelong learning: The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852. MDPI AG. http://dx.doi.org/10.3390/su12072852
• Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111–1150. https://doi.org/10.3102/0034654315627864
• McCray, C. (2018). Secondary teachers’ perceptions of professional development: A report of a research study undertaken in the USA. Professional Development in Education, 44(4), 583–585. https://doi.org/10.1080/19415257.2018.1427133
• Mehdizadeh, M., Pourhaji, M., & Derakhshan, A. (2023). Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: a longitudinal case study. The Language Learning Journal, 1–13. https://doi.org/10.1080/09571736.2022.2163685
• Pawlak, M., Zawodniak, J., & Kruk, M. (2020). Boredom in the foreign language classroom: A micro-perspective. Springer.
• Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
• Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e08053
• Skevi, O., Ortega-Martín, J. L., & González-Gijón, G. (2023). Use of ICTs and the digital competences of foreign language teachers before and during the state of alarm. Language Related Research, 14(3), 145–166. http://dx.doi.org/10.52547/LRR.14.1.6
• Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
• Wang, Y., Pan, Z., & Wang, M. (2023). The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability. Heliyon, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13890
• Wu, H., Wang, Y. L, & Wang, Y.S. (2023). What do we know about l2 teachers’ emotion regulation? a bibliometric analysis of the pertinent literature. Forum for Linguistic Studies, 5(3): 2012. https://doi.org10.59400/fls.v5i3.2012
• Zeng, J. (2023). A theoretical review of the role of teacher professional development in EFL students’ learning achievement. Heliyon, 9 (1), 15806. https://doi.org/10.1016/j.heliyon.2023.e15806
• Zhi, R., & Wang, Y. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49, 101370. https://doi.org/10.1016/j.tsc.2023.101370