| Teachers' narrative inquiry as professional development KE Johnson, PR Golombek Cambridge University Press, 2002 | 934 | 2002 |
| The research interview S Mann Reflective practice and reflexivity in research processes, 2016 | 713 | 2016 |
| The language teacher's development S Mann Language teaching 38 (3), 103-118, 2005 | 627 | 2005 |
| A critical review of qualitative interviews in applied linguistics S Mann Applied linguistics 32 (1), 6-24, 2011 | 528 | 2011 |
| Novice‐service language teacher development: Bridging the gap between preservice and in‐service education and development TSC Farrell Tesol Quarterly 46 (3), 435-449, 2012 | 466 | 2012 |
| Reflective practice in English language teaching: Research-based principles and practices S Mann, S Walsh Routledge, 2017 | 426 | 2017 |
| RP or ‘RIP’: A critical perspective on reflective practice S Mann, S Walsh Applied Linguistics Review 4 (2), 291-315, 2013 | 284 | 2013 |
| Doing reflective practice: A data-led way forward S Walsh, S Mann Elt Journal 69 (4), 351-362, 2015 | 269 | 2015 |
| The role of mentoring in supporting novice English language teachers in Hong Kong S Mann, EHH Tang Tesol Quarterly 46 (3), 472-495, 2012 | 165 | 2012 |
| Novice language teachers: Insights and perspectives for the first year TSC Farrell (No Title), 2008 | 136 | 2008 |
| Reflecting in and on post-observation feedback in initial teacher training on certificate courses F Copland, G Ma, SJ Mann English Language Teacher Education and Development 12, 14-23, 2009 | 81 | 2009 |
| Native‐English‐speaking teachers: disconnections between theory, research, and practice F Copland, S Mann, S Garton Tesol Quarterly 54 (2), 348-374, 2020 | 51 | 2020 |
| Promoting teacher–learner autonomy through and beyond initial language teacher education: Centre for Applied Linguistics, University of Warwick E Ushioda, R Smith, S Mann, P Brown Language Teaching 44 (1), 118-121, 2011 | 40 | 2011 |
| Talking ourselves into understanding S Mann, K Johnson, P Golombek Teachers' narrative inquiry as professional development, 2002 | 40 | 2002 |
| What counts as knowledge in English language teaching? D Freeman, AC Webre, M Epperson The Routledge handbook of English language teacher education, 13-24, 2019 | 27 | 2019 |
| Research interviews: Modes and types S Mann, S Mann The research interview: Reflective practice and reflexivity in research …, 2016 | 27 | 2016 |
| Reflective dimensions of CPD: Supporting self-evaluation and peer evaluation S Mann, S Walsh Teacher evaluation in second language education, 17-33, 2015 | 24 | 2015 |
| Reflective Practice in Nigeria: Teachers' Voices and Experiences. T Hyacinth, S Mann Tesl-Ej 18 (3), n3, 2014 | 14 | 2014 |
| Using screen capture feedback to establish social presence and increase student engagement: A genuine innovation in feedback R Stannard, S Mann Cases on audio-visual media in language education, 93-116, 2018 | 13 | 2018 |
| Mentoring for teacher evaluation and development LA Mercado, S Mann Teacher evaluation in second language education, 35-54, 2015 | 9 | 2015 |
Steve WalshNewcastle University, UK在 ncl.ac.uk 的电子邮件经过验证
