Teacher Cognition and Language Education: Research and Practice

Description

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. Title Page Copyright Page Contents Introduction Structure of the book Chapter 1 The origins of teacher cognition research The 1970s: Changing perspectives in the study of teaching The 1980s: Decision-making and teacher knowledge The 1990s: Knowledge, beliefs and learning to teach Developments since 2000 Summary Further reading: Reviews of research on teacher cognition Chapter 2 The cognitions of pre-service language teachers The scope of language teacher cognition research Terminology in language teacher cognition research The cognitions of pre-service language teachers Summary Chapter 3 The cognitions of in-service language teachers The cognitions of novice language teachers In-service language teachers’ cognitions and reported practices The cognitions and practices of in-service teachers Comparisons of novice and expert language teachers Summary Chapter 4 Teacher cognition in grammar teaching Teachers’ knowledge about grammar Teachers’ beliefs about grammar teaching Practices and cognitions in teaching grammar Summary Chapter 5 Teacher cognition in literacy instruction First language reading instruction Second and foreign language reading instruction First language writing instruction Second and foreign language writing instruction Teacher cognition in literacy Summary Chapter 6 Self-report instruments Questionnaires Scenario rating Tests Summary Chapter 7 Verbal commentaries Structured interviews Semi-structured interviews Stimulated recall interviews Think-aloud protocols Summary Chapter 8 Observation Dimensions of observation Observation in language teacher cognition research Zsanna – Perfect Tenses Summary Chapter 9 Reflective writing Journal writing Autobiographical accounts Retrospective accounts Concept mapping Summary Chapter 10 A framework for studying language teacher cognition The nature of language teacher cognition The scope of language teacher cognition research The relationship between teacher cognition and classroom practice in language teaching The impact of context on language teachers’ cognitions and practices The processes of pre-service teacher learning in language teaching The relationship between cognitive change and behavioural change in language teachers The nature of expertise in language teaching Methodological issues in the study of language teacher cognition A framework for language teacher cognition research Consolidating and extending language teacher cognition research References Index