Teacher Cognition and Language Education: Research and PracticeBloomsbury Publishing, 12 mar 2015 - 384 The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts. |
Spis treści
| 1 | |
| 5 | |
Chapter 2 The cognitions of preservice language teachers | 51 |
Chapter 3 The cognitions of inservice language teachers | 87 |
Chapter 4 Teacher cognition in grammar teaching | 129 |
Chapter 5 Teacher cognition in literacy instruction | 159 |
Chapter 6 Selfreport instruments | 197 |
Chapter 7 Verbal commentaries | 221 |
Chapter 8 Observation | 265 |
Chapter 9 Reflective writing | 293 |
Chapter 10 A framework for studying language teacher cognition | 319 |
References | 341 |
| 367 | |
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accounts activities actual analysis approach asked awareness behaviours beliefs Chapter classroom classroom practices collected communicative complex conceptions concerns concluded conducted consider constructs context continuing course decision-making decisions describe discussed effective elements eliciting English evidence examined example experience experienced factors field Figure findings focus focused further given grammar grammar teaching highlighted impact important individual influence instruction interactive interest interviews issues journal knowledge language learning language teacher cognition learners learning less lesson manner nature noted novice observation orientations participants particular pedagogical planning positive possible practices pre-service teachers presented processes programme questionnaire questions range reading recall reference reflect relation relationship reported respondents role specific stimulated strategies structured study of language study of teacher suggests Table task teacher cognition research teacher education teaching theoretical theories thinking thoughts trainees understanding views writing written