Learning to Teach Grammar in the Modern Foreign Languages Classroom

Almarza G. G. (1996), ‘Student foreign language teachers' knowledge growth’, in Freeman D. Richards J. C. (eds), Teacher Learning in Language Teaching, Cambridge: Cambridge University Press, pp. 50–78.

Bennett N. (1989), ‘Knowledge bases for learning to teach’, in Bennett N. Carré C. (eds), Learning to Teach, London: Routledge, pp. 1–17.

Bennett N. Carré C. , eds (1989), Learning to Teach, London: Routledge.

Calderhead J. (1991), ‘The nature and growth of knowledge in student teaching’, Teaching and Teacher Education 7 (5), 531–5.

Calderhead J. Robson M. (1991), ‘Images of teaching: Student teachers' early conceptions of classroom practice’, Teaching and Teacher Education 7 (1), 1–8.

CATE (1992), The Accreditation of Initial Teacher Training under Circulars 9/92 and 35/92.

DfEE (1998), Teaching: High Status, High Standards, Circular 4/98, London: Stationery Office.

Freeman D. Richards J. (1993), ‘Conceptions of teaching and the education of second language teachers’, TESOL Quarterly 27 (2), 193–216.

Freeman D. Richards J. C. , eds (1996), Teacher Learning in Language Teaching, Cambridge: Cambridge University Press.

Furlong J. Maynard T. (1995), Mentoring Student Teachers: The growth of professional knowledge, London: Routledge.

Furlong J. Smith R. , eds (1996), The Role of Higher Education in Initial Teacher Training, London: Kogan Page.

Geddis A. N. (1993), ‘Transforming subject matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching’, International Journal of Science Education 15 (6), 673–83.

Grenfell M. (1996), ‘Theory and practice in modern language teacher training’, Links 14, 13–15.

King L. (1994), ‘Mad slaves and chocolate ice cream’, in King L. Boaks P. (eds), Grammar! A conference report, London: CILT.

Macrory G. Stone V. (1996), ‘Knowing and using the perfect tense in French’, in Blue G. Mitchell R. (eds), Language and Education: Papers from the annual meeting of the British Association for Applied Linguistics, held at the University of Southampton, September 1995, Clevedon: Multilingual Matters.

Macrory G. Stone V. (2000), ‘Pupil progress in the acquisition of the perfect tense in French’, Language Teaching Research 4 (1), 55–82.

Meredith A. (1993), ‘Knowledge for teaching mathematics: Some student teachers' views’, Journal of Education for Teaching 19 (3), 325–38.

Powell R. R. (1992), ‘The influence of prior experiences on pedagogical constructs of traditional and non-traditional pre-service teachers’, Teaching and Teacher Education 8 (3), 225–38.

Roberts J. (1998), Language Teacher Education, London: Arnold.

Schulman L. (1986), ‘Those who understand: Knowledge growth in teaching’, Educational Researcher 15 (2), 4–14.

Schulman L. (1987), ‘Knowledge and teaching: Foundations of the new reform’, Harvard Educational Review 57 (1), 1–22.

Spada N. (1997), ‘Form-focused instruction and second language acquisition: A review of classroom and laboratory research’, Language Teaching 30, 73–87.

Wallace M. J. (1991), Training Foreign Language Teachers, Cambridge: Cambridge University Press.

Wilson S. M. Shulman L. S. Richert A. E. (1987), ‘150 different ways of knowing: Representations of knowledge in teaching’, in Calderhead J. , (ed.) Exploring Teachers' Thinking, London: Cassell.

Wray D. (1989), ‘Student teachers' knowledge and beliefs about language’, in Bennett N. Carré C. (eds), Learning to Teach, London: Routledge, pp. 51–72.