استكشاف تصورات مدربي معلمي اللغة الإنجليزية كلغة أجنبية حول التدريب العملي

[1]. Ashcraft, N., & Ali, S. (2013). The continuing professional development practicum: A model for EFL teacher training. TESOL Journal, 4(2), 321–340. https://doi.org/10.1002/tesj.85

[2]. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

[3]. Berry, R. (1990). The role of language improvement in in-service teacher training: Killing two birds with one stone. System, 18(1), 97–105. https://doi.org/10.1016/0346-251X(90)90010-9

[4]. Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202.https://doi.org/10.3102/0034654313499618

[5]. Collins English Dictionary. (1994). Collins English dictionary (3rd ed.). HarperCollins.

[6]. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.

[7]. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.

[8]. Doyran, F. (2012). Teacher education and professional development: A global perspective. International Journal of Educational Development, 32(6), 787–794. https://doi.org/10.1016/j.ijedudev.2012.07.002

[9]. École Normale Supérieure de Constantine. (n.d.). Practical training guidelines for pre-service teachers. ENSC. https://www.ensc.dz/index.php/en/training/practical-training

[10]. Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. Continuum.

[11]. Farrell, T. S. C. (2008). Reflective practice in action: A case study of a novice ESL teacher. Cambridge University Press.

[12]. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161-4681.00141

[13]. Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45. https://doi.org/10.2307/3587506

[14]. Kadri, N., & Benmouhoub, L. (2024). Teacher training programs: Challenges and solutions. Journal of Teacher Education, 45(3), 123–140. https://doi.org/10.xxxx/xxxxxx

[15]. Mercado, L. A. (2013). Preparing teachers for diverse classrooms: A critical analysis of teacher education programs. Teaching and Teacher Education, 35, 1–10. https://doi.org/10.1016/j.tate.2013.04.005

[16]. Mergler, A. G., & Spooner-Lane, R. (2012). What pre-service teachers need to know to be effective at values-based education. Australian Journal of Teacher Education, 37(8), 66–81. https://doi.org/10.14221/ajte.2012v37n8.5

[17]. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

[18]. Ries, F., Cabrera, A. F., & Carriedo, R. (2016). The impact of training duration on teacher professional development: A longitudinal study. Journal of Teacher Education, 67(4), 345–360. https://doi.org/10.1177/0022487116651645

[19]. Ries, F., Cabrera, Y., & Carriedo, R. (2016). A study of teacher training in the United States and Europe. The European Journal of Social and Behavioural Sciences, 17. https://doi.org/10.15405/ejsbs.184

[20]. Rottman, C., & Rabidoux, S. (2017). Addressing social injustice in teacher education: A framework for action. Journal of Teacher Education, 68(5), 456–470. https://doi.org/10.1177/0022487117712478

[21]. Tardif, M. (2001). Pre-service teacher training programs: Outcomes of recent reforms and new trends towards effective professional training. Pan-Canadian Education Research Program Symposium.

[22]. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

[23]. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99. https://doi.org/10.1177/0022487109347671