Teacher Cognition and Language Education

Research and Practice
Erscheinungsjahr 2007
ISBN: 978-0-8264-7728-6
Verlag: Continnuum-3PL

Buch, Englisch, 256 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 652 g

Provides an overview of the concept of Teacher Cognition and examines a range of research methods that have been used in the study of language teacher cognition

- Cutting edge survey of a topic of established importance in the field of language teaching
- Examines existing knowledge in the field and its implications for professional practice
- The author has worked in the field for over 10 years

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 monograph 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 practising teachers, and also examines work that has focused specifically on teachers’ cognitions in teaching grammar, reading, and writing. The second part of the book illustrates, analyses and evaluates a range of research methods, which have been used in the study of language teacher cognition. The book also provides a framework for continuing research into what language teachers think, know and believe.

This comprehensive yet accessible account of language teacher cognition research will be particularly relevant to researchers, teacher educators, policy makers and programme and curriculum managers working in first, second and foreign language education contexts.

Zielgruppe

Teachers

Autoren/Hrsg.

Borg, Simon

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Introduction
Chapter 1: The Origins of Teacher Cognition Research
Chapter 2: The Cognitions of Pre-service Language Teachers
Chapter 3: The Cognitions of In-service Language Teachers
Chapter 4: Teacher Cognition in Grammar Teaching
Chapter 5: Teacher Cognition in Literacy Instruction
Chapter 6: Self-Report Instruments
Chapter 7: Verbal Commentaries
Chapter 8: Observation
Chapter 9: Reflective Writing
Chapter 10: A Framework for Studying Language Teacher Cognition

Über Autor(innen)

Dr Simon Borg is Senior Lecturer in TESOL at the School of Education, University of Leeds, UK.