References
- Alarcão, I. (2009). Teacher training and supervision. A new scope. Sisyphus. Journal of Educational Sciences, 8, 119–128.
- Alarcão, I., & Tavares, J. (2003). Supervision of pedagogical practice. A development and learning perspective. Coimbra: Editions Almedina.
- Ali, S. (2007). Reflective teacher observation model for in-service teacher trainees. English Teaching Forum, 45(1), 16–25.
- Anderson, N. A. (1997). Providing feedback to pre-service teachers of reading in field settings. Reading Research and Instruction, 37(2), 123–136.
- Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23(3), 66–74.
- Austin, J. L. (1962). How to do things with words. New York: Oxford University Press.
- Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York, NY: Cambridge University Press. Retrieved from http://dx.doi.org/10.1017/CBO978051166732910.1017/CBO9780511667329
- Baniabdelrahman, A. A. (2004). Roles of cooperating teachers and practicum supervisors and their effect on EFL student-teachers’ teaching skills. Asian EFL Journal, 6(3), Article 8. Retrieved from http://www.asian-efl-journal.com/september_04_aab.php
- Blumberg, A. (1980). Supervisors and teachers: A private cold war (2nd ed.). Berkeley: McCutchan Publishing.
- Bowman, R. F. (2001). Practical tools for pre-service teaching observations. Kappa Delta Pi Record, 37(3), 126–128.
- Bradley, L. J., & Kottler, J. A. (2001). Overview of counselor supervision. In L. J. Bradley & N. Ladany (Eds.), Counselor supervision: Principles, process, and practice (3rd ed., pp. 3–27). Philadelphia: Brunner-Routledge.
- Chamberlin, C. (2000). Nonverbal behaviors and initial impressions of trustworthiness in teacher–supervisor relationships. Communication Education, 49(4), 352–364.
- Copland, F. (2010). Causes of tension in post-observation feedback in pre-service teacher training: An alternative view. Teaching and Teacher Education, 26, 466–472.
- Courneya, C., Pratt, D. D., & Collins, J. (2008). Through what perspective do we judge the teaching of peers? Teaching and Teacher Education, 24(1), 69–79.
- Cubberley, E. P. (1929). Public school administration (3rd ed.). Boston: Houghton Mifflin.
- Cutcliffe, J., Butterworth, T., & Proctor, B. (2001). Fundamental themes in clinical supervision. London Routledge.
- Daniels, A. C. (2009). Oops! 13 management practices that waste time and money (and what to do instead). Atlanta, GA: Performance Management Publications.
- Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandria. VA, US: Association for Supervision and Curriculum Development.
- Duke, D. L. (1987). School leadership and instructional improvement. New York: Random House.
- Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18, 110–141.
- Ellett, C., & Teddlie, C. (2003). Teacher evaluation, teacher effectiveness and school effectiveness: Perspectives from the USA. Journal of Personnel Evaluation in Education, 17, 101–128.
- Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52 (1), 17–30.
- Formosinho, J., Machado, J., & Oliveira-Formosinho, J. (2010). Teacher training, performance, and evaluation. Mangualde: Pedago Publishing Company.
- Gebhard, J. C. (1984). Models of supervision: Choices. TESOL Quarterly, 18(3), 501–14.
- Gebhard, J. G. (1990). The supervision of second and foreign language teachers. ERIC Digest, ERIC Clearinghouse on Language and Linguistics. Washington, DC: Center for Applied Linguistics.
- Gholami, J., Sarkhosh, M., & Abdi, H. (2016). An exploration of teaching practices of private, public, and public-private EFL teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16–33.
- Glenn, W. J. (2006). Model versus mentor: Defining the necessary qualities of the effective cooperating teacher. Teacher Education Quarterly, 33(1), 85–95.
- Glickman, C. D. (Ed.). (1992). Supervision in transition. Alexandria: ASCD.
- Glickman, C., Gordon, S., & Ross-Gordon, J. (2008). The basic guide to supervision and instructional leadership. Boston: Allyn & Bacon.
- Good, J. M., & Weaver, A. (2003). Evaluation of pre-service teachers’ internships: A model to encourage career continuity and program reform. Journal of Personnel Evaluation in Education, 17(3), 263–275.
- Hart, M. C. (1929). Supervision from the standpoint of the supervised. The School Review, 37(7), 537–540.
- Hayes, H. S., & Wetherill, K. S. (1996). A new vision for schools, supervision, and teacher education: The professional development system and model clinical teaching project. paper presented to American educational research association special interest group. Instructional Supervision 1996 Annual Meeting. April 8–12, 1996, New York City. Retrieved from https://files.eric.ed.gov/fulltext/ED400229.pdf
- Hooton, N. K. (2008). The design of post-observation feedback and its impact on student teachers. In Garton, S., & Richards, K. (Eds.), Professional encounters in TESOL: Discourses of teachers in teaching (24–41). Houndmills: Palgrave MacMillan.
- Iannuzzi, S. (2013). First friends american edition. Oxford University Press.
- Izadi, A. (2016). Over-politeness in Persian professional interactions. Journal of Pragmatics, 102, 13–23.
- Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73–85. Johannsen, K., Milner, M., & Tarver Chase, R. (2010). World English. Heinle Cengage Samrand Amini and Javad Gholami Learning.
- Jones, L. B. (1995). Jesus, CEO: Using ancient wisdom for visionary leadership. New York, NY: Hyperion.
- Kayaoglu, M. N. (2012). Dictating or facilitating: The supervisory process for language teachers. Australian Journal of Teacher Education, 37(10), 103–117.
- Khalili, R. (2016). Constructive feedback in teacher education: supervisory feedback strategies and EFL teachers’ perceptions. Unpublished MA Thesis. Islamic Azad University, Urmia Branch.
- Lam, S. F. (2001). Educators’ opinions on classroom observation as a practice of staff development and appraisal. Teaching and Teacher Education, 17, 161–173.
- Leech, G. (1997). Principles of pragmatics. London: Longman.
- Leeper, R. R. (Ed.). (1969). Supervision: Emerging profession. Washington, D. C.: Association for Supervision and Curriculum Development, NEA.
- McGlinn, J. C. (2003). The impact of experiential learning on student teachers. Clearing House, 76, 143–47.
- Murdoch, G. (2000). Introducing a teacher supportive evaluation system. ELT Journal, 54(1), 54–64.
- Nolan, J., & Hoover, L. (2005). Teacher supervision and evaluation: Theory into practice. New York: Wiley.
- Oprandy, R. (1999). Exploring with a supervisor. In Gebhard, J. G., & Oprandy, R. (Eds.), Language teaching awareness: A guide to exploring beliefs and practices, (99–121). Cambridge: Cambridge University Press.
- Ovando, M. N. (2001). Teachers’ perceptions of a learner-centered teacher evaluation system. Journal of Personnel Evaluation in Education, 15(3), 213–231.
- Pajak, E. (1993). Approaches to clinical supervising alternatives for improving instruction. Norwood, MA: Christopher-Gordon Publishers, Inc.
- Pawlas, G., & Oliva, P. (2007). Supervision for today’s schools (8th ed.). Indianapolis: Wiley & Jossey-Bass Education.
- Payne, W. H. (1875). Chapters on school supervision. New York: Van Antwerp Bragg.
- Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin.
- Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1–35.
- Roberts, J. (1998). Language teacher education. London: Arnold.
- Russell, T. L. (1979). What does practice teaching teach? Education Canada, 19(1), 5–11.
- Ryan, S. (2004). Vital practice. Portland, UK: Sea Change Publications.
- Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Publishers.
- Searle, J. R. (1969). Speech acts. Cambridge: Cambridge University Press.
- Sergiovanni, T. J., & Starratt, R. J. (1993). Supervision: A redefinition. Toronto: McGraw Hill.
- Simmons, N., Thompson, T., & Quintana, J. (2010). American family and friends. Oxford University Press.
- Spears, H. (1953). Improving the supervision of instruction. New York: Prentice-Hall.
- Stoller, F. L. (1996). Teacher supervision: Moving towards an interactive approach. English Teaching Forum, 34(2), 2–9.
- Stronge, J. (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin.
- Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press, Inc.
- Teddlie, C., Stringfield, S., & Burdett, J. (2003). International comparisons of the relationships among educational effectiveness, evaluation and improvement variables: An overview. Journal of Personnel Evaluation in Education, 17(1), 5–20.
- Telem, M. (1998). School administration computerization impact on the teacher’s role: A case study. Urban Education, 33(4), 534–555.
- Thies-Sprinthall, L. (1984). Promoting the developmental growth of supervising teachers: Theory, research programs, and implications. Journal of Teacher Education, 35(3), 53–60.
- Ussher, B., & Carss, W. (2014). Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions. Australian Journal of Education, 58(3), 248–261.
- Vásquez, C. (2004). ‘Very carefully managed’: Advice and suggestions in post-observation meetings. Linguistics and Education, 15(1–2), 33–58.
- Vásquez, C., & Reppen, R. (2007). Transforming practice: Changing patterns of participation in post-observation meetings. Language Awareness, 16 (3), 153–72.
- Von Bergen, C. W., Bressler, M. S., & Campbell, K. (2014). The sandwich feedback method: Not very tasty. Journal of Behavioral Studies in Business, 7, 1–13.
- Wajnryb, R. (1994). Pragmatics and supervisory discourse: Matching method and purpose. Prospect: An Australian Journal of TESOL, 9(1), 29–38.
- Wajnryb, R. (1995). Teachers’ perceptions of mitigation in supervisory discourse: A report of a pilot study. South Pacific Journal of Teacher Education, 23(1), 71–82.
- Wajnryb, R. (1998). Telling it like it isn’t – Exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29(5), 531–544.
- Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
- Wallace, M. J., & Woolger, D. (1991). Improving the ELT supervisory dialogue: The Sri Lankan experience. ELT Journal, 45(4), 320–327.
- Wiles, K. (1967). Supervision for better schools (final ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Wilkins-Canter, E. A. (1997). The nature and effectiveness of feedback given by cooperating teachers to student teachers. Teacher Educator, 32, 235–50.
- Wragg, E. C. (1999). An introduction to classroom observation. London: Routledge.