Teacher Cognition and Language Education: Research and PracticeBloomsbury Publishing, 1 nov. 2008 - 322 pages 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. |
Table des matières
Teacher Cognition in Literacy Instruction | |
SelfReport Instruments | |
Verbal Commentaries | |
Observation | |
Reflective Writing | |
10A Framework for Studying Language Teacher Cognition | |
References | |
Autres éditions - Tout afficher
Expressions et termes fréquents
analysis approach asked behaviours beliefs and practices Borg Calderhead Chapter classroom practices cognitions and practices cognitive change communicative language teaching concept maps constructs context course declarative knowledge discussed educational research eliciting ESL teachers evidence examined example experience experienced teachers explicit factors focus focused foreign language grammar teaching highlighted Hong Kong impact influence issues journal writing language education language learning language teacher cognition learners learning to teach lesson plans literacy methodological novice observation particular pedagogical perspective practicum preservice language teacher preservice teachers processes questionnaire reading comprehension reading instruction reflective writing relation relationship reported research on teacher respondents role second language second language acquisition selfreport instruments semistructured interviews Shulman specific stimulated recall interviews strategies structured student teachers study of language study of teacher teacher cognition research teacher education programmes teacher knowledge teacher learning teacher thinking teaching grammar TESOL theoretical orientations theories trainees understanding Urmston views writing instruction