English Australia Journal : English Australia Journal Volume 33.2
Volume 33 No 2 19 English Australia Journal Pinner, R. (2016). Trouble in paradise: Self-assessment and the Tao. Language Teaching Research, 20(2), 181–195. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press. Smith, R., Connelly, T., & Rebollendo, P. (2014). Teacher-research as continuing professional development: A project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers (pp. 65–86). London: The British Council. Speer, L. & Lara, J. (2017). Book Club Café: A new recipe for extensive reading. English Australia Journal, 32(2), 3–16. Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university–school collaborative action research. Language Teaching Research, 18(2), 222–241. Wyatt, M., & Ager, E. O. (2017). Teachers’ cognitions regarding continuing professional development. ELT Journal, 71(2), 171–185. Yuan, R., & Lee, I. (2015). Action research facilitated by university–school collaboration. ELT Journal, 69(1), 1–10.
English Australia Journal Volume 33.1