What is he best known for?
The fields of study he is best known for:
- Pedagogy
- Mathematics education
- Social science
His main research concerns Pedagogy, Mathematics education, Language education, Teaching method and Professional development.
He studies Pedagogy, focusing on Reflective practice in particular.
His Mathematics education research integrates issues from Context and Institution.
His biological study spans a wide range of topics, including Qualitative research and Conceptual framework.
His Language education study combines topics from a wide range of disciplines, such as Standard English, Language assessment, Action research, Standard language and Language policy.
His Teaching method research incorporates themes from Communicative language teaching and Grammar.
His most cited work include:
- Professional Development for Language Teachers: Strategies for Teacher Learning (295 citations)
- Reflective Language Teaching: From Research to Practice (213 citations)
- Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. (134 citations)
What are the main themes of his work throughout his whole career to date?
His primary areas of study are Pedagogy, Mathematics education, Reflective practice, Professional development and Language education.
His studies in Pedagogy integrate themes in fields like Context and Field.
He has researched Mathematics education in several fields, including Second language and Reading.
His Reflective practice research also works with subjects such as
- Reflective teaching which intersects with area such as English second language and English for academic purposes,
- Role identity that connect with fields like Construct.
His Professional development research is multidisciplinary, incorporating elements of Action research, Collegiality, Narrative and Action.
As a part of the same scientific family, he mostly works in the field of Language education, focusing on Language assessment and, on occasion, Comprehension approach, Foreign language, Second-language acquisition and Alternative assessment.
He most often published in these fields:
- Pedagogy (71.77%)
- Mathematics education (54.03%)
- Reflective practice (34.68%)
What were the highlights of his more recent work (between 2015-2021)?
- Pedagogy (71.77%)
- Reflective practice (34.68%)
- Mathematics education (54.03%)
In recent papers he was focusing on the following fields of study:
Thomas S. C. Farrell focuses on Pedagogy, Reflective practice, Mathematics education, Teaching english and Second language.
His study in the fields of Teaching method and English as a foreign language under the domain of Pedagogy overlaps with other disciplines such as Reflection, Facilitator and Political science.
Thomas S. C. Farrell has included themes like General education, Professional development, Professional competence and Language teacher in his Reflective practice study.
His research integrates issues of Action research and English medium instruction in his study of Professional development.
Mathematics education is a component of his English second language, Cooperative learning and Language education studies.
His Teaching english research is multidisciplinary, incorporating perspectives in Agreement, Field and Teacher education.
Between 2015 and 2021, his most popular works were:
- Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions (51 citations)
- Surviving the transition shock in the first year of teaching through reflective practice (29 citations)
- Research on Reflective Practice in TESOL (27 citations)
In his most recent research, the most cited papers focused on:
- Pedagogy
- Social science
- Mathematics education
His primary areas of study are Pedagogy, Reflective practice, Mathematics education, Professional development and Language education.
Pedagogy and Context are commonly linked in his work.
His Reflective practice research is multidisciplinary, relying on both Teacher education, General education and Teaching english.
When carried out as part of a general Mathematics education research project, his work on English as a second language is frequently linked to work in Reflection, Transition, Shock and Drop out, therefore connecting diverse disciplines of study.
In general Professional development, his work in Continuing professional development is often linked to Focus group, Government and School environment linking many areas of study.
His Language education study incorporates themes from Literal and figurative language, Foreign language, Young learners and Language assessment.
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