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/.
Full textKavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Full textBibliography: 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
Yigitoglu, Nur. "Exploring Second Language Writing Teacher Cognition." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/17.
Full textHill, 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.
Full textThis 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.
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.
Full textTitle 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.
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.
Full textAbel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.
Full textThe 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.
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.
Full textBaker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.
Full textTleuov, 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.
Full textScheiner, Thorsten [Verfasser], and Marianne [Akademischer Betreuer] Nolte. "Toward theory advancement in mathematical cognition and teacher cognition / Thorsten Scheiner ; Betreuer: Marianne Nolte." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2018. http://d-nb.info/1160035989/34.
Full textPonnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.
Full textPh.D.
One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naïve profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.
Temple University--Theses
Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.
Full textDavies, Kim. "Teachers' implicit theories of intelligence and their relationship to performance feedback and teacher efficacy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17962.pdf.
Full textParvaresh, Parvaneh. "Teacher cognition and classroom practice in the context of curricular reform." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/314/.
Full textAttia, Mariam Mohamed. "Teacher cognition and the use of technology in teaching Arabic to speakers of other languages." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html.
Full textKnobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.
Full textSasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.
Full textIrvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.
Full textSENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.
Full textGreene, H. Carol. "Theory Meets Practice in Teacher Education: A Case Study of a Computer-Mediated Community of Learners." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28209.
Full textPh. D.
Chen, Shuping Monica, and 陳淑萍. "Extensive reading in five Hong Kong EMI secondary schools: from a teacher cognition perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43703811.
Full textSilva, Maristela. "Narrativised teacher cognition of classroom interaction : articulating foreign language practice in the Amazonian context." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33696/.
Full textChen, Shuping Monica. "Extensive reading in five Hong Kong EMI secondary schools from a teacher cognition perspective /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43703811.
Full textAoulou, Eudes H. "Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/81.
Full textBalachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.
Full textPhipps, Simon. "The relationship between teacher education, teacher cognition and classroom practice in language teaching : a case study of MA students' beliefs about grammar teaching." Thesis, Leeds, 2009. http://etheses.whiterose.ac.uk/715/.
Full textLiviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
Full textAl-Waaili, Mahmood Zahran Mohammed. "The relationship between five Omani teachers' technology use, and their teacher cognition and instructional practices : a case study at Sultan Qaboos University." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20759/.
Full textBaron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.
Full textJackson, Isaac Llewellyn. "Science literacy in theory and practice : a sociocultural analysis of teacher cognition in a multicultural setting." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67410.
Full textHarrison, Ryan Matthew. "Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.
Full textHigham, Sonja. "Teachers' interactions during storybook reading." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11182008-160754.
Full textZhang, Weimin. "In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-05232008-215235/.
Full textTitle from file title page. John Murphy, committee chair; Diane Belcher, Gayle Nelson, Sara Weigle, committee members. Electronic text (288 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 249-273).
Madrigal, Ramón Anthony. "Cogito ergo doceo : a cross-case study of Latin teacher cognition in technology-rich communities of practice." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002168.
Full textMadrigal, Ramón Anthony. "Cogito ergo doceo: A cross-case study of Latin teacher cognition in technology-rich communities of practice." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/2269.
Full textHoward, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.
Full textTitle from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.
Gargan, Richard John. "Welcome to the real world : a portrait of the life and work of a high school Spanish teacher in an urban public school /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011222117.
Full textChan, Jessica W. S. "Teachers' understanding of the purposes of group work and their relationship with practice." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:95979f2e-554e-4946-b141-928167392506.
Full textAnna, Israelsson. "Teachers’ perception of the concept of intercultural competence in teaching English." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353.
Full textWatson, Annabel Mary. "First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3719.
Full textAl, Mawoda Kawther Rashed Abdulla. "Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3688.
Full textFalk, Jeremy M. "Describing Cognitive Level of Teacher Discourse, and Student Retention of Content, during a Secondary Agricultural Science Unit of Instruction." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306850884.
Full textLemon, Travis L. "Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2292.
Full textYoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.
Full textEd.D.
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Temple University--Theses
Santiago, Sanchez Hugo. "An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3924/.
Full textWang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.
Full textSOLERTI, PAOLA. "L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/71037.
Full textThis work is based on two main assumptions. The first is that a broad definition of language education is a process that unfolds ‘as a continuum through the teaching/learning of the mother tongue and of second, foreign, classical and ethnic languages’ (Bosisio, Chini, 2014:25). In this sense, the construct of language education entails the following: a global view of the individual linguistic repertoire; the shift of the focus of language learning/teaching from individual languages to the integrated development of processes that promote the linguistic, communicative, relational and cognitive development of the individual; and a view of language learning according to which the integrated development of languages takes place across all disciplines and therefore all teachers, regardless of the subject or discipline taught, are ‘linguistic educators’, or language teachers. The second assumption of this study is that how language education is implemented is, ultimately, entrusted to teachers and is therefore conditioned by their knowledge, beliefs, implicit theories, opinions, and attitudes – in other words, their teacher cognition (Borg, 2003, 2006). These theoretical assumptions are the basis of this survey, conducted through the administration of a questionnaire aimed at exploring the knowledge, beliefs, implicit theories, opinions, and attitudes of primary school teachers towards linguistic education, their role as linguistic educators, language learning/teaching, multilingualism, and multilingual education. In the first part of this work, the theoretical framework of the survey is outlined. In detail, the first chapter reconstructs the evolution of the construct of language education in Italy and Europe, while the second is dedicated to language teacher cognition. The second part is divided into five chapters in which the methodology is explained, and the data from the survey examined. The work ends with a discussion section and some concluding reflections, in which some possible paths of teacher training are briefly outlined, as well as some possible lines of future research.
Senior, Rosemary. "The good language class: Teacher perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/119.
Full textSamaniego, Salinas Malena Cecilia, and Salinas Malena Cecilia Samaniego. "Undergraduate Translator Education in Chile—an Inquiry into Teacher and Student Thinking, Learning Experiences and Teaching Practices." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625656.
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