Relevant bibliographies by topics / Teacher cognition

Academic literature on the topic 'Teacher cognition'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Teacher cognition"

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Başar, Serhat. "Teacher Cognition in Grammar Teaching: A Case Study in a Turkish EFL Context." International Journal of Modern Education Studies 4, no. 2 (December 8, 2020): 57. http://dx.doi.org/10.51383/ijonmes.2020.51.

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This Language Teacher Cognition (LTC) study primarily explores language teachers’ beliefs and practices about a common Instructed Second Language Acquisition (ISLA) construct: Grammar Teaching (GT). This study also aims to investigate to what extent teacher beliefs and practices compromise with each other and cognitive and contextual factors behind their cognition. The data were collected through interviews, observations, and stimulated recall with the teachers. The findings after a cross-case analysis revealed that coursebook-based beliefs, experience-based beliefs, lack of theoretical knowledge and inclination for communicative activities influence what teachers believe about GT. There are both congruent and incongruent relationships between beliefs and practices varying from one teacher to another due to the effect of experiential knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the integration of LTC into ISLA studies, and to LTC framework by exploring the effects of many variables on teachers’ decision making processes. Key words: Language Teacher Cognition (LTC), Grammar Teaching (GT), teacher beliefs, teacher practices
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Borg, Simon. "Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do." Language Teaching 36, no. 2 (April 2003): 81–109. http://dx.doi.org/10.1017/s0261444803001903.

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This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.
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Ardavani, Shahrzad. "How MOOCs Can Develop Teacher Cognition: The Case of in-Service English Language Teachers." European Journal of Open, Distance and E-Learning 22, no. 2 (January 1, 2020): 56–71. http://dx.doi.org/10.2478/eurodl-2019-0010.

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AbstractResearch reveals a rapid expansion of Open Educational Resources (OER) supporting global access to higher education for continued professional development (CPD) for in-service teachers. This offers interactive opportunities for participation and reflection to support the development of teacher cognition through a globally-oriented online community.This paper will indicate whether the OER MOOCs designed for CPD of in-service English language teachers (ELT) have a role in developing teacher cognition. It also examines the in-service teacher experience of MOOC participants and proposes that teacher cognition and evaluation of cognitive change remain central to understanding teachers’ experience of learning on MOOCs.Brookfield’s (1995) critical incident questionnaire (CIQ) captured the weekly experience of six in-service ELTs undertaking a CPD MOOC over four weeks. Thematic analysis and descriptive statistics were applied to CIQ data to examine changes in participant cognition. Teachers reflected on how MOOC developed their own knowledge, their learners’ knowledge, and to a lesser extent, their colleagues’ knowledge. The findings cast new light on the influence of MOOC which primarily shows that in terms of their own knowledge, teachers have a strong tendency to view MOOC participation as a pathway to their own development.
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Górska-Poręcka, Bożena. "THE ROLE OF TEACHER KNOWLEDGE IN ESP COURSE DESIGN." Studies in Logic, Grammar and Rhetoric 34, no. 1 (October 1, 2013): 27–42. http://dx.doi.org/10.2478/slgr-2013-0021.

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Abstract English for specific purposes (ESP) has been conceptualized by its leading scholars, like Hutchinson and Waters (1987) or Dudley-Evans and St. John (1998), as a multi-stage process, where the ESP practitioner fulfils a variety of roles, including that of learner needs researcher, course designer, language instructor, learning assessor, and course evaluator. The performance of these roles requires considerable knowledge of a linguistic, socio-cultural and pedagogical nature, necessary to inform the teacher’s cognitive processes, par- ticularly those involved in course decision making. The necessary professional knowledge of the ESP teacher, which is gained through professional school- ing, teacher training, and teaching experience, comprises both relevant theo- retical concepts (knowing what) and performance skills (knowing how). It di- rectly impacts on all stages of the ESP process, namely the planning, design, teaching, assessment and evaluation of a course, largely determining its quality. The present paper focuses on ESP teacher cognition, especially those cognitions (i.e. knowledge and beliefs) that are involved in course design, informing the teacher’s choices of course parameters and instructional practices. Elaborating on the concepts developed by language cognition scholars, like Shulman (1987), Andrews (e.g. 2007), and Borg (e.g. 2006), the author tries to outline the in- ternal structure of ESP teacher cognition and describe the function of each subordinate knowledge base. The paper also presents the preliminary results of a small-scale exploratory study into the professional cognition of 13 teachers of Legal and Business English employed at the University of Warsaw.
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Geng, Ziyi, and John Murphy. "The knowledge base of Chinese as a second language teaching in K-12 settings." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (December 31, 2018): 295–307. http://dx.doi.org/10.1075/csl.17032.gen.

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Abstract The field of teaching Chinese as a second language (CSL) is expanding and growing in importance worldwide. Related fields, such as Chinese language pedagogy, language policy, and the acquisition of Chinese as a second language, are attracting increased attention in research. However, research into K-12 CSL teacher cognition (what teachers know, think, and believe) has been very limited. It has been reported that more understanding of language teacher cognition has significant impacts on the development of teacher training and professional development programs (Borg, 2015; Kubanyiova & Feryok, 2015). Many aspects of CSL teacher cognition are underexplored when compared with language teacher cognition research in general and K-12 language teacher cognition research specifically. This article reviews current theoretical and empirical research into language teacher cognition with a particular focus on existing studies in the field of CSL teaching in the context of K-12 education. The purposes of the review article are (1) to document the current knowledge base of CSL teaching, and (2) to discuss current gaps in and future directions of teacher cognition research in this area. It first discusses general theories and research concerning second language teacher cognition within current research paradigms, and then provides a review of CSL teacher cognition research. Finally, it reviews pressing issues and suggests directions for future research in K-12 Chinese teacher cognition.
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Davis, Brent, and Dennis Sumara. "Cognition, Complexity, and Teacher Education." Harvard Educational Review 67, no. 1 (January 1, 1997): 105–26. http://dx.doi.org/10.17763/haer.67.1.160w00j113t78042.

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Drawing on recent developments in complexity theory, ecology, and hermeneutics, Brent Davis and Dennis Sumara present an "enactivist" model of cognition and contrast it to popular notions of what it means to learn and think that pervade formal education. They illustrate their model by drawing from their experiences during a year-long study in a small, inner-city elementary school. According to this model, cognition does not occur in individual minds or brains, but in the possibility for shared action. An enactivist theory of cognition, the authors suggest, requires teachers and teacher educators to reconceive the practice of teaching by blurring the lines between knower and known, teacher and student, school and community.
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Vijayavarathan, Kalpana. "Teacher cognition – the core-peripheral belief dynamic and its impact on teaching speaking in English as a foreign language (EFL) in grade 8 in the Faroe Islands." Fróðskaparrit - Faroese Scientific Journal 68 (October 28, 2022): 35–55. http://dx.doi.org/10.18602/0001.

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The objective of this qualitative parallel case study was to elicit the teacher cognition of grade 8 teachers in the Faroe Islands about teaching speaking in English as a foreign language (EFL). Teacher cognition and actions were studied in context based on data from semi-structured interviews, mixed questionnaire and observations. Manual thematic analysis through using a priori and post priori codes was adopted to parse data and establish the influence of teacher cognition on teaching in the classroom and identify any common trends among participants. The results show that teacher cognition has a marked influence on teaching speaking. Congruence between cognition and teaching is apparent, with some instances of incongruence. Congruence between teacher cognition and teaching speaking rests on two factors – the marked influence of ‘apprenticeship of observation’ i.e., the influence of teachers’ personal experiences from years of education that shapes their thoughts and teaching and teacher understanding of teaching speaking as ‘doing’ speaking i.e., providing opportunities for students to speak in the classroom. Incongruence stems from the core-peripheral belief dynamic, where the predominance of core beliefs over peripheral beliefs affects the efficacy of teaching speaking.
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Ahmad, Iftikhar. "Teacher Cognition and Grammar Teaching in the Saudi Arabian Context." English Language Teaching 11, no. 12 (November 8, 2018): 45. http://dx.doi.org/10.5539/elt.v11n12p45.

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While much has been written about teacher cognition in grammar teaching, research investigating non-native English as a Foreign Language (EFL) teacher cognition in grammar teaching remains limited. This study intends to investigate non-native EFL teacher cognition in teaching grammar to university students in the Saudi Arabian context. More specifically, the study examins the interplay between these teachers’ beliefs and practices in grammar teaching across mother tongue and gender. For this purpose, the study used mixed methods design, and employed a five-point Lickert scale questionnaire triangulated by a structured classroom observations checklist. Sixty teachers were selected for questionnaire, based on stratified random sampling; while eight teachers were observed multiple times. Teachers’ selection for observations was based on purposive sampling. Both types of data were analysed statistically using Statistical Package for Social Sciences (SPSS). Descriptive analyses and independent-samples t-tests were employed. The results of independent samples t-tests indicated that there were no statistically significant differences in the beliefs of teachers across mother tongue and gender. The main finding of the study, revealed through descriptive analysis of the data, is that beliefs and practices of teachers across mother tongue and gender were at odds resulting into weak teacher cognition. The study suggests pedagogical implications for improved teacher cognition and hence, better grammar teaching in the Saudi Arabian context.
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Thu Thuy, Do Thi, and Tang Thi Thuy. "How does using feedback empower student metacognition and learning?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 386–95. http://dx.doi.org/10.18844/prosoc.v6i1.4191.

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Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results. Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.
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Couper, Graeme. "Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues." TESOL Quarterly 51, no. 4 (November 30, 2016): 820–43. http://dx.doi.org/10.1002/tesq.354.

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Dissertations / Theses on the topic "Teacher cognition"

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Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.

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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.

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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.
Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
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Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.

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Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study investigates English as a second language (ESL) writing teachers' beliefs about themselves as language learners and as writers in their first and/or second language(s). The purpose is to discover how ESL writing teachers’ beliefs about and practice of teaching L2 writing are influenced by their experiences in writing in their first and/ or second languages. Three native (NES) and two non-native English-speaking (NNES) teachers teaching L2 writing took part in the study. During a 15-week semester, their ESL writing classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed two times using stimulated recall regarding both their classroom instructional practices and instruction provided in the margins of student papers. Findings revealed that, language learning in general was an important contributor to both NNES and NES teachers’ cognitions. Even NES teachers who were not advanced in their respective second and/or additional languages still referred to their language learning experiences. The NNES teacher participants also commented that they sometimes had to step out of their own language experience in order to better help their students. Results also indicated that L2 writing teachers without advanced L2 literacy skills were influenced primarily by their L1 writing experiences. L2 writing teachers with advanced L2 literacy skills, however, were greatly influenced by their L2 writing experience. In all of the cases, being an advanced writer, whether in their L1 or L2s, was an important contributor to L2 writing teachers’ cognitions.
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Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.

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This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.

Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.

The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.

*pseudonyms.

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Seton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /." Connect to full text, 2007. http://hdl.handle.net/2123/1864.

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Thesis (Ph. D.)--Faculty of Education and Social Work, University of Sydney, 2007.
Title from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
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Borg, Simon. "Teacher cognition in second language grammar teaching." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284617.

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Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.

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Philosophiae Doctor - PhD
The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.
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Vega, Animas Leticia. "Teacher cognition and ICT implementation in the EFL classes in Mexico." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html.

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The impact of technology in society nowadays has led to significant curricular reforms around the world that aim to achieve a higher quality in education. Mexico has not been the exception and in 2008, the Reforma Integral de la Educación Media Superior, RIEMS (the Comprehensive Reform of Upper Secondary Education) was launched with the aim to overcome three challenges in upper secondary education in Mexico: access to education, quality and equity. The proper development of this educational level would represent a fundamental assumption that the country could respond to the challenges of the global economy in a context of equity and diversity. In this context, the use of Information and Communication Technologies (ICT) in schools has become a required tool considered as the necessary action for the qualitative improvement of the teaching and learning process. This provides many possibilities, but also new demands. One of the most important challenges concerns the teaching task and the fact that teachers are required to play a different role from the traditional approach that they are used to using in class and which is common in classrooms in Mexico, becoming instead facilitators of the learning process. This thesis was carried out to explore how EFL teachers engage with ICT in their practice in the context of Mexican reform initiatives. Specifically, the study focused on teacher cognition to understand what teachers think, know, believe and do related to ICT adoption. A case study approach was used to collect data from three EFL teachers in a high school in Mexico through interviews, observations and stimulated recall sessions. The results show that the participant teachers face a challenging, complex, multifactorial situation that hinders their adoption of ICT. The organisational structures of schooling and the social dimension of the particular school setting impact negatively on the conceptions that teachers bring to their practice making it difficult for ICT tools to be explored and appropriated pedagogically.
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Baker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.

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Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, was to explore some of the dynamic relationships that exist between L2 teachers’ cognitions and actual pedagogical practices, how these cognitions have developed over time, and what relationships exist between both students’ and teachers’ perceptions. In the study, the cognitions and practices - as they relate to the teaching of L2 pronunciation - of five experienced teachers in an Intensive English program were investigated. The teachers participated in three types of data collection procedures over one semester - three semi-structured interviews, five classroom observations, and two stimulated recall interviews. Also, their students completed questionnaires. Findings revealed that, in terms of the development of teachers' cognitions, a graduate course dedicated to pronunciation pedagogy had the greatest impact of the teachers’ cognitions. In addition, all teachers experienced some degree of insecurity about teaching pronunciation. This was especially true for teachers who had never taken a course in pronunciation pedagogy. Yet even those teacher with specific training in pronunciation pedagogy lacked confidence in certain areas, especially in how to diagnose and address problems with pronunciation. Furthermore, some of the teachers were hesitant to assess students' pronunciation, fearing that negative feedback might be damaging to the learners' identities. However, through viewing the results of the student questionnaires, the participant-teachers were surprised to learn that students favored receiving explicit feedback in class in front of their peers over other types of feedback. One final major finding was that the teachers predominantly employed controlled techniques when teaching pronunciation and that, of all the techniques used, guided techniques were used less frequently.
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Tleuov, Askat. "The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

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The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs and classroom practices in relation to the teaching of speaking. The teachers were interviewed and observed over a period of nine months. The findings provide evidence of how speaking instruction unfolded in the classroom and the multiplicity of factors which shaped teacher decision-making and behavior. Specifically, the insights from my study highlight the impact of a) teachers’ perceptions of their pedagogical contexts, b) their core and peripheral beliefs, and c) the interaction of all these factors on the enactment of their speaking instruction beliefs. These findings carry important implications for the field of language teacher cognition, and for teacher education and professional development.
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Books on the topic "Teacher cognition"

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Li, Li. Language Teacher Cognition. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-137-51134-8.

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Barnard, Roger, and Anne Burns, eds. Researching Language Teacher Cognition and Practice. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912.

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Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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Barnard, Roger, and Anne Burns. Researching language teacher cognition and practice: International case studies. Bristol: Multilingual Matters, 2012.

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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested. Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.
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Powell, William R. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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Ochan, Kusuma-Powell, ed. Becoming an emotionally intelligent teacher. Thousand Oaks, Calif: Corwin, 2010.

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Cases on teacher identity, diversity, and cognition in higher education. Hershey PA: Information Science Reference, 2014.

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Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. Cambridge [England]: Cambridge University Press, 1996.

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Book chapters on the topic "Teacher cognition"

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Li, Li. "Teacher Cognition and Teacher Education." In Language Teacher Cognition, 277–312. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_9.

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Li, Li. "Teacher cognition and teacher expertise." In The Routledge Handbook of English Language Teacher Education, 335–49. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-23.

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Kling, Joyce, Slobodanka Dimova, and Alessandra Molino. "EMI Teacher Cognition." In Research on Integrating Language and Content in Diverse Contexts, 147–63. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003181859-12.

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Li, Li. "The Impact of Teacher Education on Teacher Cognition." In Language Teacher Cognition, 203–39. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_7.

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Li, Li. "Introduction to the Book." In Language Teacher Cognition, 1–17. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_1.

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Li, Li. "Sociocultural Theory and Teacher Cognition." In Language Teacher Cognition, 19–50. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_2.

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Li, Li. "Interaction Analysis and Teacher Cognition." In Language Teacher Cognition, 51–85. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_3.

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Li, Li. "Teacher Cognition about Teaching and Learning." In Language Teacher Cognition, 87–134. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_4.

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Li, Li. "Teacher Cognition and Interactive Decision-Making." In Language Teacher Cognition, 135–64. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_5.

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Li, Li. "Teacher Cognition about the Use of Technology." In Language Teacher Cognition, 165–202. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_6.

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Conference papers on the topic "Teacher cognition"

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Nadyrova, Damilya. "Enactivism And Embodied Cognition In Education Of Music Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.69.

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Sugiharto, Bowo, Aloysius Corebima, Herawati Susilo, and Mr Ibrohim. "Cognition Regulation of Biology Education Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.38.

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"IMMERSIVE LEARNING FOR TEACHER EDUCATION." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c053.

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"360°-VIDEO REFLECTION IN TEACHER EDUCATION: A CASE STUDY." In IADIS International Conference Cognition and Exploratory Learning in Digital Age 2021. IADIS Press, 2021. http://dx.doi.org/10.33965/celda2021_202108l003.

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Hafifah, Gusti Nur, Francisca Maria Ivone, and Bambang Yudi Cahyono. "Developing a Teacher Cognition on ICT Instrument: A Confirmatory Factor Analysis." In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.021.

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"INTEGRATING MEDIA DIDACTIC COMPETENCES IN PSYCHOLOGY COURSES OF TEACHER EDUCATION." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014c042.

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"PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l037.

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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.

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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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"TEACHER SUPPORT IN COVID-19 PANDEMIC TO DEVELOP BLENDED LEARNING DISRUPTIVE MODELS IN HIGHER EDUCATION." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l022.

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Reports on the topic "Teacher cognition"

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Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20727.

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Jackson, C. Kirabo. Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina. Cambridge, MA: National Bureau of Economic Research, December 2012. http://dx.doi.org/10.3386/w18624.

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Roos, Lyndsey. The Cognitive Development of Expertise in an ESL Teacher: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2392.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Idrisova, Zh V., L. S. Idigova, and M. I. Kudusova. DIGITALIZATION OF THE INTERACTIVE ACTIVITY OF THE TEACHER AND THE COGNITIVE ACTIVITY OF FUTURE BACHELORS. Ljournal, 2019. http://dx.doi.org/10.18411/1116-1611-8891-26598.

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Van Gasse, Nicole. An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2095.

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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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