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References 1. Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 92 (1), 81-90. doi: 10.1177/003172171009200119 2. Borg, S. (2003). Teacher Cognition in Language Teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36 (2), 81-109. doi: 10.1017/S0261444803001903 3. Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum. 4. Borg, S. (2013). Teacher Research in Language Teaching: A Critical

Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge University Press.

, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching , 36(2), 81-109. Borg, S. (2009). Introducing language teacher cognition. Retrieved from http://www.education.leeds.ac.uk/research/files/145.pdf De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal , 101 , 3-14. Donahue, D. M. (1999). Service learning for pre-service teachers: Ethical dilemmas in classroom assessment. Teaching

(Ed.), English for Specific Purposes in Theory and Practice . Ann Arbor: University of Michigan Press. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching , 36 , 81-109. Borg, S. (2006). Teacher Cognition and Language Education . London: Continuum. Dudley-Evans, T., & St. John, M. (1998). Developments in English for Specific Purposes . Cambridge: Cambridge University Press. Dweck, C. (2006). Mindset: The New Psychology for Success . New York: Random House

Abstract

Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.

References [1] Beckman, M., (1990), Collaborative learning. Preparing for the work place and democracy , College teaching, 38 (4) [2] Blanchard, Ken (2007), The Heart of a Leader, David C. Cook, Colorado Springs and in Teacher Cognition and Language Education: Research and Practice. London: Continuum (Burns A, Richards JC, eds.) [3] Borg S (2009) Language teacher cognition. in The Cambridge Guide to Second Language Teacher Education . Cambridge: Cambridge University Press, (163-171.) [4] Brame, C.J. and Biel, R. (2015). Setting up and facilitating group

). Constructing a Doubt-free Teaching Self: Self-Efficacy, Teacher Identity, and Science Instruction Within Diverse Settings. Journal of Research in Science of Teaching, 46(1), 102-125. Straková, Z. (2010). European Portfolio for Student Teachers of Languages and its Benefits for Preservice Teacher Training. English Matters, Prešov: Prešovská univerzita v Prešove. Williams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press. Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press. Woolfolk Hoy

. Buckingham, UK: Open University Press. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.Educational Researcher, 33(8), 3-15. Bransford, JD, Brown., AL, & Cocking, R. (2000). How people learn: Brain, mind, experience, and school, committee on developments in the science of learning, National Research Council, National Academy Press, Washington DC. Buczynski, S., & Hansen, C. B

References Akyol, T. (2013). A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia – Social and Behavioral Sciences, 70 , 1456-1462. doi: 10.1016/j.sbspro.2013.01.211 Algethami, G. (2017). The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners. Research in Language , 15(3), 253-263. doi: 10.1515/rela-2017-0001 Baker, A. (2013). Exploring teachers’ knowledge of second language pronunciation techniques: teacher cognitions, observed classroom practices, and

“Radical Change” in Medium of Instruction and its Impact on Learning.” Journal of Language Teaching and Research , vol. 4, no. 1, 2013, pp. 36-44. Soren, Joyce Kling. “Teacher Identity in English-Medium Instruction: Teacher Cognitions from a Danish Tertiary Education Context.” Doctoral Dissertation. Faculty of Humanities from University of Copenhagen, 2013, www.tel.archives-ouvertes.fr/tel-00863816 . Accessed 5 April 2015. Splunder, Frank Van. “English as a Medium of Instruction in Flemish Higher Education – Language and Identity Management in Dutch-Speaking Context