[Alarcão, I. (2009). Teacher training and supervision. A new scope. Sisyphus. Journal of Educational Sciences, 8, 119–128.]Search in Google Scholar
[Alarcão, I., & Tavares, J. (2003). Supervision of pedagogical practice. A development and learning perspective. Coimbra: Editions Almedina.]Search in Google Scholar
[Ali, S. (2007). Reflective teacher observation model for in-service teacher trainees. English Teaching Forum, 45(1), 16–25.]Search in Google Scholar
[Anderson, N. A. (1997). Providing feedback to pre-service teachers of reading in field settings. Reading Research and Instruction, 37(2), 123–136.10.1080/19388079809558259]Search in Google Scholar
[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), 66–74.10.1080/01626620.2001.10463076]Search in Google Scholar
[Austin, J. L. (1962). How to do things with words. New York: Oxford University Press.]Search in Google Scholar
[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]Open DOISearch in Google Scholar
[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]Search in Google Scholar
[Blumberg, A. (1980). Supervisors and teachers: A private cold war (2nd ed.). Berkeley: McCutchan Publishing.]Search in Google Scholar
[Bowman, R. F. (2001). Practical tools for pre-service teaching observations. Kappa Delta Pi Record, 37(3), 126–128.10.1080/00228958.2001.10518482]Search in Google Scholar
[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.]Search in Google Scholar
[Chamberlin, C. (2000). Nonverbal behaviors and initial impressions of trustworthiness in teacher–supervisor relationships. Communication Education, 49(4), 352–364.10.1080/03634520009379223]Search in Google Scholar
[Copland, F. (2010). Causes of tension in post-observation feedback in pre-service teacher training: An alternative view. Teaching and Teacher Education, 26, 466–472.10.1016/j.tate.2009.06.001]Search in Google Scholar
[Courneya, C., Pratt, D. D., & Collins, J. (2008). Through what perspective do we judge the teaching of peers? Teaching and Teacher Education, 24(1), 69–79.10.1016/j.tate.2007.01.009]Search in Google Scholar
[Cubberley, E. P. (1929). Public school administration (3rd ed.). Boston: Houghton Mifflin.]Search in Google Scholar
[Cutcliffe, J., Butterworth, T., & Proctor, B. (2001). Fundamental themes in clinical supervision. London Routledge.]Search in Google Scholar
[Daniels, A. C. (2009). Oops! 13 management practices that waste time and money (and what to do instead). Atlanta, GA: Performance Management Publications.]Search in Google Scholar
[Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Alexandria. VA, US: Association for Supervision and Curriculum Development.]Search in Google Scholar
[Duke, D. L. (1987). School leadership and instructional improvement. New York: Random House.]Search in Google Scholar
[Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18, 110–141.]Search in Google Scholar
[Ellett, C., & Teddlie, C. (2003). Teacher evaluation, teacher effectiveness and school effectiveness: Perspectives from the USA. Journal of Personnel Evaluation in Education, 17, 101–128.10.1023/A:1025083214622]Search in Google Scholar
[Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52 (1), 17–30.10.1177/0022487101052001003]Search in Google Scholar
[Formosinho, J., Machado, J., & Oliveira-Formosinho, J. (2010). Teacher training, performance, and evaluation. Mangualde: Pedago Publishing Company.]Search in Google Scholar
[Gebhard, J. C. (1984). Models of supervision: Choices. TESOL Quarterly, 18(3), 501–14.10.2307/3586717]Search in Google Scholar
[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.]Search in Google Scholar
[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), 16–33.10.1515/jtes-2016-0002]Search in Google Scholar
[Glenn, W. J. (2006). Model versus mentor: Defining the necessary qualities of the effective cooperating teacher. Teacher Education Quarterly, 33(1), 85–95.]Search in Google Scholar
[Glickman, C. D. (Ed.). (1992). Supervision in transition. Alexandria: ASCD.]Search in Google Scholar
[Glickman, C., Gordon, S., & Ross-Gordon, J. (2008). The basic guide to supervision and instructional leadership. Boston: Allyn & Bacon.]Search in Google Scholar
[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), 263–275.10.1007/s11092-005-2983-9]Search in Google Scholar
[Hart, M. C. (1929). Supervision from the standpoint of the supervised. The School Review, 37(7), 537–540.10.1086/438892]Search in Google Scholar
[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]Search in Google Scholar
[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.10.1057/9780230594173_2]Search in Google Scholar
[Iannuzzi, S. (2013). First friends american edition. Oxford University Press.]Search in Google Scholar
[Izadi, A. (2016). Over-politeness in Persian professional interactions. Journal of Pragmatics, 102, 13–23.10.1016/j.pragma.2016.06.004]Search in Google Scholar
[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.10.1016/S0742-051X(01)00051-8]Search in Google Scholar
[Jones, L. B. (1995). Jesus, CEO: Using ancient wisdom for visionary leadership. New York, NY: Hyperion.]Search in Google Scholar
[Kayaoglu, M. N. (2012). Dictating or facilitating: The supervisory process for language teachers. Australian Journal of Teacher Education, 37(10), 103–117.10.14221/ajte.2012v37n10.4]Search in Google Scholar
[Khalili, R. (2016). Constructive feedback in teacher education: supervisory feedback strategies and EFL teachers’ perceptions. Unpublished MA Thesis. Islamic Azad University, Urmia Branch.]Search in Google Scholar
[Lam, S. F. (2001). Educators’ opinions on classroom observation as a practice of staff development and appraisal. Teaching and Teacher Education, 17, 161–173.10.1016/S0742-051X(00)00049-4]Search in Google Scholar
[Leech, G. (1997). Principles of pragmatics. London: Longman.]Search in Google Scholar
[Leeper, R. R. (Ed.). (1969). Supervision: Emerging profession. Washington, D. C.: Association for Supervision and Curriculum Development, NEA.]Search in Google Scholar
[McGlinn, J. C. (2003). The impact of experiential learning on student teachers. Clearing House, 76, 143–47.10.1080/00098650309601991]Search in Google Scholar
[Murdoch, G. (2000). Introducing a teacher supportive evaluation system. ELT Journal, 54(1), 54–64.10.1093/elt/54.1.54]Search in Google Scholar
[Nolan, J., & Hoover, L. (2005). Teacher supervision and evaluation: Theory into practice. New York: Wiley.]Search in Google Scholar
[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.]Search in Google Scholar
[Ovando, M. N. (2001). Teachers’ perceptions of a learner-centered teacher evaluation system. Journal of Personnel Evaluation in Education, 15(3), 213–231.10.1023/A:1012704809835]Search in Google Scholar
[Pajak, E. (1993). Approaches to clinical supervising alternatives for improving instruction. Norwood, MA: Christopher-Gordon Publishers, Inc.]Search in Google Scholar
[Pawlas, G., & Oliva, P. (2007). Supervision for today’s schools (8th ed.). Indianapolis: Wiley & Jossey-Bass Education.]Search in Google Scholar
[Payne, W. H. (1875). Chapters on school supervision. New York: Van Antwerp Bragg.]Search in Google Scholar
[Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin.]Search in Google Scholar
[Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1–35.10.1177/003368820203300201]Search in Google Scholar
[Roberts, J. (1998). Language teacher education. London: Arnold.]Search in Google Scholar
[Russell, T. L. (1979). What does practice teaching teach? Education Canada, 19(1), 5–11.]Search in Google Scholar
[Ryan, S. (2004). Vital practice. Portland, UK: Sea Change Publications.]Search in Google Scholar
[Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.]Search in Google Scholar
[Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Publishers.]Search in Google Scholar
[Searle, J. R. (1969). Speech acts. Cambridge: Cambridge University Press.10.1017/CBO9781139173438]Search in Google Scholar
[Sergiovanni, T. J., & Starratt, R. J. (1993). Supervision: A redefinition. Toronto: McGraw Hill.]Search in Google Scholar
[Simmons, N., Thompson, T., & Quintana, J. (2010). American family and friends. Oxford University Press.]Search in Google Scholar
[Spears, H. (1953). Improving the supervision of instruction. New York: Prentice-Hall.]Search in Google Scholar
[Stoller, F. L. (1996). Teacher supervision: Moving towards an interactive approach. English Teaching Forum, 34(2), 2–9.]Search in Google Scholar
[Stronge, J. (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin.]Search in Google Scholar
[Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press, Inc.]Search in Google Scholar
[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), 5–20.10.1023/A:1025020928735]Search in Google Scholar
[Telem, M. (1998). School administration computerization impact on the teacher’s role: A case study. Urban Education, 33(4), 534–555.10.1177/0042085998033004004]Search in Google Scholar
[Thies-Sprinthall, L. (1984). Promoting the developmental growth of supervising teachers: Theory, research programs, and implications. Journal of Teacher Education, 35(3), 53–60.10.1177/002248718403500311]Search in Google Scholar
[Ussher, B., & Carss, W. (2014). Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions. Australian Journal of Education, 58(3), 248–261.10.1177/0004944114537051]Search in Google Scholar
[Vásquez, C. (2004). ‘Very carefully managed’: Advice and suggestions in post-observation meetings. Linguistics and Education, 15(1–2), 33–58.10.1016/j.linged.2004.10.004]Search in Google Scholar
[Vásquez, C., & Reppen, R. (2007). Transforming practice: Changing patterns of participation in post-observation meetings. Language Awareness, 16 (3), 153–72.10.2167/la454.0]Search in Google Scholar
[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.]Search in Google Scholar
[Wajnryb, R. (1994). Pragmatics and supervisory discourse: Matching method and purpose. Prospect: An Australian Journal of TESOL, 9(1), 29–38.]Search in Google Scholar
[Wajnryb, R. (1995). Teachers’ perceptions of mitigation in supervisory discourse: A report of a pilot study. South Pacific Journal of Teacher Education, 23(1), 71–82.10.1080/0311213950230108]Search in Google Scholar
[Wajnryb, R. (1998). Telling it like it isn’t – Exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29(5), 531–544.10.1016/S0378-2166(97)00076-3]Search in Google Scholar
[Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.]Search in Google Scholar
[Wallace, M. J., & Woolger, D. (1991). Improving the ELT supervisory dialogue: The Sri Lankan experience. ELT Journal, 45(4), 320–327.10.1093/elt/45.4.320]Search in Google Scholar
[Wiles, K. (1967). Supervision for better schools (final ed.). Englewood Cliffs, NJ: Prentice-Hall.]Search in Google Scholar
[Wilkins-Canter, E. A. (1997). The nature and effectiveness of feedback given by cooperating teachers to student teachers. Teacher Educator, 32, 235–50.10.1080/08878739709555150]Search in Google Scholar
[Wragg, E. C. (1999). An introduction to classroom observation. London: Routledge.]Search in Google Scholar
