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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Chmarkh, Mustapha. "English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)." Arab World English Journal 12, no. 4 (December 15, 2021): 487–502. http://dx.doi.org/10.24093/awej/vol12no4.32.
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This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.
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Mohammadzadeh Mohammadabadi, Alireza, Saeed Ketabi, and Dariush Nejadansari. "Factors influencing language teacher cognition: An ecological systems study." Studies in Second Language Learning and Teaching 9, no. 4 (December 31, 2019): 657–80. http://dx.doi.org/10.14746/ssllt.2019.9.4.5.
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Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
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Baker, Amanda, and John Murphy. "Knowledge Base of Pronunciation Teaching: Staking Out the Territory." TESL Canada Journal 28, no. 2 (June 21, 2011): 29. http://dx.doi.org/10.18806/tesl.v28i2.1071.
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Despite decades of advocacy for greater investigative attention, research into pronunciation instruction in the teaching of English as a second language (ESL) and English as a foreign language (EFL) continues to be limited. This limitation is particularly evident in explorations of teacher cognition (e.g., teachers’ knowledge, beliefs, and understandings), an area emerging as a vibrant focus for grounded research on the development, preparation, and instructional behaviors of ESL/EFL teachers. This article provides a comprehensive review of teacher cognition literatures tied to ESL/EFL pronunciation instruction. The review’s dual purposes are (a) to document the current knowledge base of pronunciation teaching, and (b) to propose future directions for classroom-based teacher cognition research in this area.
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Fagan, Drew S. "Social interaction and teacher cognition." Classroom Discourse 8, no. 3 (August 24, 2017): 294–96. http://dx.doi.org/10.1080/19463014.2017.1367697.
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Prodromou, L. "Teacher Cognition and Language Education." ELT Journal 63, no. 2 (May 23, 2008): 183–86. http://dx.doi.org/10.1093/elt/ccp011.
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Chiang, Linda H. "Art drawing and learning: Meaning making as pedagogical approach in Master’s graduate classes." Visual Inquiry 1, no. 3 (December 6, 2012): 205–14. http://dx.doi.org/10.1386/vi.1.3.205_1.
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This article argues that drawing may be used to retrieve prospective teachers' meta cognition and allow them to be constructive teachers. Participants in this enquiry are 57 teacher candidates from a Master of Arts in Teaching programme in Southern California. This pedagogical process required teacher candidates to apply cognitive concepts in creative and reflective drawings. Through these drawings the participants retrieved their previous experiences and knowledge by filling spaces to express their experience and thinking. Cognitive development U-shaped curve and Aesthetic development theories were applied to discuss participants' artistic development. This enquiry shows that pedagogical practice allows those teacher candidates to use cognitive theories in drawing. It also provides participants creative ways to understand themselves and their future students.
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GOLOMBEK, PAULA R. "Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators’ Emotion, Cognition, and Activity." Modern Language Journal 99, no. 3 (September 2015): 470–84. http://dx.doi.org/10.1111/modl.12236.
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Ruifeng, Lyu, and Du Ping. "A Thorough Review of Pedagogical Content Knowledge (PCK) in TOBACCO framework." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 989–96. http://dx.doi.org/10.18001/trs.7.5.16.
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Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular in studies of teacher cognition and teacher knowledge. It was first put forward by Shulman as part of the knowledge base required of teachers for teaching, and has provided a crucial way of thinking for many scholars when conducting deeper study into the relationship between teachers and teaching. Therefore, more empirical studies in various contexts have been encouraged to understand teachers’ PCK and to offer suggestions for teacher education. Shulman also argued that PCK is the special mixture of content and pedagogy that represents teachers’ personal understanding of the profession, and that teachers’ teaching competence enables them to transform content knowledge into specific teaching methods for students from various backgrounds at different levels; however, he did not explain how this transformation happens. Thus, based on this research gap, the current review brought together the following key fields: teacher cognition, teacher knowledge including PCK, and teacher education and development. It argues that teachers’ pedagogical knowledge intersects content knowledge from five different perspectives: teachers’ views on knowledge base, language, learning, teaching, and reflection (TOBACCO framework) and proffers suggestions for English-language teacher education and development in China.
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Sulistyowardani, Margaretha, Joseph Ernest Mambu, and Athriyana Santye Pattiwael. "Indonesian EFL teachers’ cognitions and practices related to social justice." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 420–33. http://dx.doi.org/10.17509/ijal.v10i2.28614.
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The implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English teachers in Indonesia. Two participants who claimed to be critical pedagogy practitioners were interviewed and observed. Interviews were done before and after the class observation. Pre-observation interviews were done in order to identify teachers’ cognition and track factors contributing to the integration of social justice in the ELT classroom. Meanwhile, the post-observation interviews were performed to seek for clarification in relation to the congruence and incongruence between the cognitions and the real practices. Participants’ schooling experience, curriculum demand, and personal beliefs seem to play a major role in the integration of social justice in class. However, incongruence was also recognized between their stated cognition and real practices.
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Couper, Graeme. "Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay." Journal of Second Language Pronunciation 2, no. 1 (March 31, 2016): 29–55. http://dx.doi.org/10.1075/jslp.2.1.02cou.
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This article reports on the concerns and issues which 28 experienced and well-qualified teachers expressed during individual semi-structured interviews with the researcher. It describes and discusses the participants’ views, pulling together themes representative of a wide range of perspectives on pronunciation teaching. Themes include: teacher anxiety about pronunciation and pronunciation teaching; external factors affecting pronunciation teaching such as curriculum and exam pressures, textbooks, and training received; approaches to teaching and error correction; activities and techniques; and issues related to literacy bias, listen-and-repeat, use of phonemic symbols and pronunciation goals and models. These findings, taken in conjunction with studies of teacher cognition in other contexts, serve to inform all those with an interest in English language teaching, whether they be researchers, teachers or teacher educators, curriculum designers or textbook writers.
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Li, Xia, and Jinfen Xu. "Language teacher cognition a sociocultural perspective." Journal of Education for Teaching 47, no. 3 (March 11, 2021): 466–68. http://dx.doi.org/10.1080/02607476.2021.1895669.
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Lim, Jenny. "Researching language teacher cognition and practice." System 49 (April 2015): 163–65. http://dx.doi.org/10.1016/j.system.2014.12.005.
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Sang-Ho, Choi,, Lee, Dong-Geun, and Kim, Dong-Joong. "Teacher-friendly Education for Process-focused Assessment and Teacher Cognition." Korean Journal of Teacher Education 33, no. 2 (April 30, 2017): 1–23. http://dx.doi.org/10.14333/kjte.2017.33.2.1.
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Karakulova, O. Yu. "INTEGRATIVE MODEL OF HOLISTIC KNOWLEDGE OF SCHOOLCHILD’s INDIVIDUALITY BY TEACHER. MESSAGE 1. THEORETICAL SUBSTANTIATION AND OBJECTIVES OF THE RESEARCH." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 32, no. 4 (December 24, 2022): 405–12. http://dx.doi.org/10.35634/2412-9550-2022-32-4-405-412.
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From the standpoint of a systematic approach, the process of teacher’s cognition of the integral individuality of a student is considered. The purpose of the study: through the integration of various theories and approaches, to substantiate a new system-integrative approach to pedagogical cognition of the integral individuality of students by a teacher. Research objective: to show that the systems "subject", "integral individuality", "cognition" form a trinity that ensures the functioning of the resulting polysystems: "integral individuality - cognition - object", "integral individuality - cognition - subject", "integral individuality - cognition - integral individuality". Thus, the most complete knowledge of student’s integral individuality by a teacher is ensured. Pedagogical knowledge is defined as a multi-level process of studying the student's individuality as an object and as a subject of cognition, based on scientific and theoretical knowledge of the properties of the student's integral individuality in dialectical unity with practical knowledge about the student and the teacher's reflexive knowledge about himself, formed in the process of interpersonal interaction in the dyad "teacher - student". The resultative and procedural directions of the study of teacher’s cognition of the student are singled out, namely: the study of the relationship between the properties of the integral individuality of the student and their “life manifestations” observed by the teacher, the role of reflexivity and objective factors of pedagogical activity in the process of cognition. The novelty and theoretical significance of the work is determined by the fact that it fits into the current direction of psychological research - the development of psychodiagnostic tools for systemic psychological research that is in demand in pedagogical and social practice. The practical result of the study is the creation of a model of holistic cognition of the integral individuality of a student by a teacher, including the development of a program for scientific and practical observation of a teacher over the "life manifestations" of the properties of the integral individuality, as well as a questionnaire for the integral individuality of schoolchildren of different ages.
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Aryal, Bhagwan. "Effect of Teachers' Health Behaviors on Students' Health; A Social Cognitive Viewpoint of Role-Modeling." Interdisciplinary Research in Education 7, no. 1 (September 5, 2022): 73–84. http://dx.doi.org/10.3126/ire.v7i1.47499.
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Teachers as role models teach and set an example through their actions. Students routinely observe and are directly influenced by the teacher's health behavior. Unfortunately, school teachers are vulnerable to many health issues that affect student success. Teachers are often absent, showing examples of poor health. This study sought information on the impact of teachers' health behaviors on student health from a cross-sectional descriptive study of mixed methods in secondary schools of Bagmati Province, Nepal. The total sample size of the students in the quantitative interview was 412 from 46 randomly selected schools in the Rasuwa, Bhaktapur, and Chitwan districts. Another 30 students from different schools were selected for in-depth study. It focused on finding out how students identify teachers as role models. Since the concept of role models appears in Albert Bandura's social learning/cognitive theory, which focuses on cognitive concepts, this study examined student cognition to connect to the role modeling structure of the theory. This theory focuses on how children and adults cognitively process social experiences and how these cognitions affect behavior and development. In the light of this theory, it was explained the effect of teacher health behaviors on student's health. Observable health behaviors of teachers are proved to have positive and negative impacts on students' health.
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Komorowska, Hanna. "Teacher language awareness or language teacher awareness?" Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 125–40. http://dx.doi.org/10.14746/gl.2022.49.1.08.
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The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.
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Redman, Christine, and John Terence Vincent. "Shared cognition facilitated by teacher use of interactive whiteboard technologies." Interactive Technology and Smart Education 12, no. 2 (June 15, 2015): 74–89. http://dx.doi.org/10.1108/itse-12-2014-0037.
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Purpose – The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. Design/methodology/approach – Three primary/elementary teachers participated in a study designed to identify the types of questions that teachers could enable, sustain and afford with an IWB. The teachers selected lessons to be videotaped. Pre- and post-lessons interviews were held with each teacher. Pre-lesson interviews sought the intent of the lesson and intended use of the IWB. Post-lesson interviews included teachers reviewing videotapes of the lessons and teachers reflecting on, reviewing and explaining significant and key events. They provided their reasons and justification behind their informed choices. Findings – Teachers enacted a framework that demonstrated their commitment to developing communities of learners. They sought strategic ways to utilise the IWB in dialogically focussed classrooms. Teachers used IWBs to sustain conversations that raise and resolve their learners’ questions, to present challenges to the group. Research limitations/implications – This study has a small number of participants, but is fine-grained in analysis. The recorded lessons have only occurred in mathematics classes. Lesson sequences are short, and a longer sequence, over eight weeks, would have also been illuminating. Originality/value – The study is unique in showing the shift in power and ownership between interactions among the teacher, students and the IWB.
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Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.
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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
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Burri, Michael, Amanda Baker, and Honglin Chen. "“I feel like having a nervous breakdown”." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 109–35. http://dx.doi.org/10.1075/jslp.3.1.05bur.
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Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.
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Daryai-Hansen, Petra, and Birgit Henriksen. "Lærerkognition som centralt udgangspunkt for lærernes praksisnære professionsudvikling – en ny efteruddannelsesmodel." Studier i læreruddannelse og -profession 2, no. 2 (October 11, 2017): 34. http://dx.doi.org/10.7146/lup.v2i2.96704.
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Artiklen giver et indblik i teoretiske, metodiske og praksisrelaterede overvejelser bag udviklingen af tre efteruddannelsesforløb i det igangværende udviklings- og forskningsprojekt ”Tidligere sprogstart – ny begynderdidaktik med fokus på flersprogethed”. Artiklen præsenterer med eksempel i projektet en ny efteruddannelsesmodel til udvikling af lærernes undervisningspraksis, der tager afsæt i centrale principper i den praksisnære professionsudvikling, som kobles til feltet lærerkognition som modellens centrale teoretiske udgangspunkt. Lærerkognitionen, som stadigvæk er ret uopdyrket i den danske faglitteratur, diskuteres indgående. Derudover præsenteres centrale principper i den praksisnære professionsudvikling, som afgrænses fra aktionslæring som metodisk tilgang. Afsluttende skitseres, hvilke lærerkognitionsdata der indsamles i projektet, og sammenhængen mellem den praksisnære professionsudvikling og lærerkognitionen uddybes. Summary: The article provides an insight into theoretical, methodical and practical reflections behind the development of three supplementary in-service training programs in the ongoing development and research project called “Early foreign language learning - new didactics for beginners with a focus on plurilingualism”. The article presents a new educational model for in-service training focusing on supporting and developing the teachers’ practical teaching skills, with examples from the project. Initially, a number of central principles in the continuing professional development of teachers will be outlined with a focus on the research field of teacher cognition as the main theoretical point of departure for the educational model. Teacher cognition is still an under-researched field in the Danish scientific literature and, hence, it is discussed thoroughly. Furthermore, central principles in the continuing professional development of teachers are presented, in an attempt to compare and delimit the chosen approach from action research as a method for teacher involvement. Lastly, the article describes the types of teacher cognition data collected in the project and the connection between continuing professional development and teacher cognition is elaborated.
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Miri, Mowla, Goudarz Alibakhshi, and Mahnaz Mostafaei-Alaei. "Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education." Critical Inquiry in Language Studies 14, no. 1 (October 25, 2016): 58–98. http://dx.doi.org/10.1080/15427587.2016.1238286.
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Philip, Bromeley, Kim Hua Tan, and Willie Jandar. "Exploring Teacher Cognition in Malaysian ESL Classrooms." 3L The Southeast Asian Journal of English Language Studies 25, no. 4 (December 27, 2019): 156–78. http://dx.doi.org/10.17576/3l-2019-2504-10.
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Walsh, Rupert, and Mark Wyatt. "Contextual factors, methodological principles and teacher cognition." Studies in Second Language Learning and Teaching 4, no. 4 (January 1, 2014): 693. http://dx.doi.org/10.14746/ssllt.2014.4.4.6.
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Macalister, John. "Pre-service Teacher Cognition and Vocabulary Teaching." RELC Journal 43, no. 1 (April 2012): 99–111. http://dx.doi.org/10.1177/0033688212439312.
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Mori, Reiko. "Teacher cognition in corrective feedback in Japan." System 39, no. 4 (December 2011): 451–67. http://dx.doi.org/10.1016/j.system.2011.10.014.
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Ho, Betty P. V., Jennifer Stephenson, and Mark Carter. "Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability." Australasian Journal of Special and Inclusive Education 43, no. 01 (February 7, 2019): 12–26. http://dx.doi.org/10.1017/jsi.2018.19.
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AbstractThis study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.
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Maclellan, Effie. "Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency." Journal of Pedagogy 7, no. 2 (December 1, 2016): 79–96. http://dx.doi.org/10.1515/jped-2016-0012.
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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.
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Enríquez Raído, Vanessa. "Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning." Translation, Cognition & Behavior 1, no. 2 (September 27, 2018): 361–90. http://dx.doi.org/10.1075/tcb.00016.enr.
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Abstract Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.
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Aji, Kresna Rahma, and Rudi Hartono. "THE FORMATIVE ASSESSMENT BACKWASH IN ENGLISH INSTRUCTION AT KRISTEN NUSANTARA VOCATIONAL SCHOOL." English Education Journal 9, no. 4 (August 13, 2019): 541–57. http://dx.doi.org/10.15294/eej.v9i4.32078.
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This case study focuses on covert backwash of formative assessment in English instruction and aims to provide framework of teacher’s instruction realizations in administering formative assessment.The subject was a teacher selected by certain established categories. Data collection techniques are observational recording, interview, and questionnaire. The instruments of data collection are checklist of lesson plan, interview, observational recording, and questionnaire. The findings consist of twenty claims. The conclusions are (1) teacher’s elicitation as key point, (2) elicitations to develop cognitive, (3) numbers of elicitation depending on the existence of students’ responses, (4) deeper involvement by teacher’s feedbacks, (5) no gap during grammar class orientation, (6) slow response, (7) active and interactive demands for the teacher, and (8) life on-going process of learning. The research suggests English teachers (1) to implement formative assessment conversation (2) to implement the claim because it is helpful in developing student cognition; (4) to provide sometimes of FACC absence for students to get ready into the next step and (5) the non-verbal attributes seen on the teacher facilitated the realization of formative assessment conversation to be understood by the students. This research is only limited on teacher without seeing the backwash on the students’ sides. Since it was sought to see the covert backwash, then the unit of analysis was classroom activity, specifically in formative assessment conversation cycle, in which it was administered orally. Further investigation is expected to see the backwash on other types of formative assessment administration.
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Jo, Hyeyoung. "A Study on the Effectiveness of Nano-LAB Subjects Using Flipped Learning: Focusing on Teacher Efficacy, Meta-cognition, and Intrapersonal Intelligence of Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 501–13. http://dx.doi.org/10.22251/jlcci.2022.22.21.501.
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Objectives The purpose of this study is to find out the effectiveness of Nano-LAB subjects using flipped learning for teacher efficacy, meta-cognition, and intrapersonal intelligence of early childhood teachers. Methods Seven students who took the Nano-LAB class among the Department of Early Childhood Education at A University in Chungcheong-do were the subjects of this study. Pre-tests and follow-up tests were conducted to measure the variable of teacher efficacy, meta-cognition, and intrapersonal intelligence. We tested the normality with Kolmogorov-Smirnova test (K-S) and Shapiro-Wilk test (S-W) using SPSS 23.0, and analyzed the difference between the pre-average score and post-average score with Wilcoxon as statistical significance. Results The main results are as follows. First, although most of the research variables satisfied the normality, there was a statistically significant difference between the sub-variable of teacher efficacy, personal teacher efficacy K-S post-score and meta-cognition K-S pre-score and the sub-variable, planning S-W post-score. Second, for the difference between the pre-average score and the post-average score in the view of the statistical significance, there was a statistically significant difference between teacher efficacy and the sub-variable, personal teacher efficacy, while there was no difference in general teacher efficacy. While statistically significant differences were found in meta-cognition and the sub-variables such as planning and inspection, no differences were found in regulation. There were statistically significant differences in intrapersonal intelligence and the sub-variables such as self-understanding, self-design, self-regulation, and emotional utilization, but there was no difference in self-reflection. Conclusions The results of this study can be uses as basic data to provide directions to conduct flipped learning more effectively when operating subjects other than regular curriculum. In addition, we discussed the ways to lead competency-oriented education.
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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.
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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.
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Llovet Vilà, Xavier. "Language Teacher Cognition and Curriculum Reform in Norway: Oral Skill Development in the Spanish Classroom." Acta Didactica Norge 12, no. 1 (June 28, 2018): 12. http://dx.doi.org/10.5617/adno.5443.
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AbstractTo better understand language teaching, there is a need to carry out research on teacher cognition, that is, to find out what teachers know, believe, and think, how they access these cognitions, and how they draw on them. This study examines how the intended curriculum reform is implemented in the Spanish as a second foreign language classroom in Norwegian lower secondary schools. More specifically, the study focuses on how teacher cognition about language teaching and learning shapes the development of oral skills. Using a mixed method research approach, seven Spanish language teachers in 8th grade were initially interviewed, thereafter observed for four consecutive lessons, and finally interviewed again to gain further insight into the rationale in their teaching practices. The data analysis manifested a gap regarding the curriculum intention and the implementation observed. In the articulation of the principles of their teaching, teachers provided evidence of the ways in which their prior beliefs about language, teaching and learning from schooling, and professional teaching experiences powerfully influenced the extent to which they implemented the curriculum. This study highlights the need (1) to reconsider the design of current pre-service language teacher training programs, (2) to provide continuous teacher training and teacher development opportunities to in-service language teachers, and (3) to clarify both the intention and the operationalization of the language subject curriculum reform if it attempts to bring about change.Keywords: Teacher Cognition/Teacher Beliefs, Classroom Observation, Oral Skills, Foreign Language Teaching, Spanish Didactics, Curriculum Reform.Lærerholdninger og Kunnskapsløftet (K06): Utvikling av muntlige ferdigheter i spanskundervisningenSammendragFor å kunne forstå språkundervisning bedre er det behov for å forske på lærerholdninger, det vil si, å finne ut hva lærerne vet, tror og tenker, og hvordan de får tilgang til og benytter seg av denne kunnskapen. Denne studien undersøker hvordan den intenderte læreplanen er implementert i spanskundervisningen ved norske ungdomsskoler. Mer spesifikt tar studien sikte på å undersøke hvordan lærerholdninger til språklæring og språkundervisning former utviklingen av muntlige ferdigheter. Ved hjelp av en kombinasjon av kvalitative og kvantitative metoder ble sju spansklærere på 8. trinn intervjuet og deretter observert i løpet av en toukers periode, før de ble intervjuet på nytt for å få et klarere innblikk av hva som ligger til grunn for deres undervisningspraksis. Resultatene viser et gap mellom intensjonene i læreplanen og den observerte undervisningen. Lærernes egne formuleringer av prinsipper i egen undervisningspraksis, viste at deres tidligere oppfatninger om språk, undervisning, og språklæring, både fra egen skolegang og som profesjonelle lærere, påvirket dem sterkt med tanke på i hvilken grad de implementerer læreplanen. Denne studien understreker behovet (1) for å revurdere utformingen av lærerutdanningsprogrammer ved universiteter og høyskoler, (2) for å gi utviklingsmuligheter til lærere for etter- og videreutdanning og (3) for å avklare både definisjonen og operasjonaliseringen av læreplanen dersom læreplanreformen forsøker å få til endring.Nøkkelord: lærerholdninger, klasseromsobservasjon, muntlige ferdigheter, fremmedspråkundervisning, spansk fagdidaktikk, læreplanreform
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Dubinsky, Janet M., S. Selcen Guzey, Marc S. Schwartz, Gillian Roehrig, Carrie MacNabb, Astrid Schmied, Vicki Hinesley, et al. "Contributions of Neuroscience Knowledge to Teachers and Their Practice." Neuroscientist 25, no. 5 (March 21, 2019): 394–407. http://dx.doi.org/10.1177/1073858419835447.
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While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.
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Šteinberga, Airisa, and Dace Kazāke. "STRUCTURE AND CONTENT OF TEACHER COMPETENCIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 487–94. http://dx.doi.org/10.17770/sie2018vol1.3173.
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Significant changes in the society of the XXI century determine the changes in the education system. Nowadays the challenge of promoting child development is important. Teaching subjects does not give a generalised idea about nature, society and people in general. Teachers need new competences to move to logic of human development in education. The article analyses teacher’s communicative, self-cognition and cognitive management, methodological and organisational function that are united and contribute to the balanced development of pupils, therefore, in accordance with these functions, it is necessary to acquire the corresponding competences. By analysing theoretical literature, the article reveals the structure and content of these competencies.
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Šalkauskaitė, Paulina. "EXPERIENTIAL EDUCATION EXPERIENCES AND DISCOVERIES IN A PRIMARY SCHOOL." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 2 (December 25, 2021): 98–109. http://dx.doi.org/10.48127/spvk-epmq/21.13.98.
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Going deeper into the subtleties of experiential education, the aim was – to analyse teachers’ experience in organising experiential teaching/learning for primary school students and to present the discoveries of a novice teacher in conducting experiential educational activities. Five primary school teachers-experts participated in the study. Teachers define experiential learning as the application of knowledge in practice, thus creating stronger links between knowledge and skills. Experiential education is especially recommended by primary school teachers in grades 3-4, and particularly for teaching the world cognition, as students already have sufficient experience working in pairs and groups, are able to work collaboratively, and world cognition offers very diverse and interesting, complex contexts for activities. Teachers notice that preparing for experiential learning activities, it is very important for the teacher himself to have a good knowledge of the topic discussed, to have analysed the curriculum, textbooks, in order to open as many activities as possible. Educational activities involving 17 third graders enriched the beginning teacher with the new experiences and discoveries: for example: if students use all their senses while learning and seriously reflect on their experiences, it is easier for them to create individual knowledge. Keywords: interview, student’s experience, experiential education, primary education, primary school teachers, educational activities.
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Torres, Joel M., and Myla L. Santos. "Cognition in Teaching Grammar and Actual Practices of Experienced and Less-Experienced Filipino ESL Teachers." International Journal of Linguistics and Translation Studies 2, no. 4 (October 31, 2021): 104–22. http://dx.doi.org/10.36892/ijlts.v2i4.186.
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Though studies in the Western and Asian settings have already provided ample evidence in the symbolic relationship between teacher cognition and classroom teaching, such relationship has remained unexplored in the Philippine setting. Hence, this study aims to describe the beliefs in the teaching of English grammar of experienced and less experienced Filipino ESL teachers in a senior high school. It also compared their beliefs and actual classroom teaching to establish if there is match between what they think and practice. Reasons for divergence from their beliefs were also explored. Results revealed that teachers’ personal theories become the basis for their personal knowledge, thus have strong influence on their planning, instructional decisions and classroom practices. While both teachers share similarities on their cognition and practice on grammar teaching, minimal differences were documented. Experienced teacher has a greater tendency to translate stated beliefs to actual practice. Contextual factors such as time, curriculum, efforts to improve one’s practice and the learners themselves were the cited reasons for teachers’ divergence.
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Wei, Wenyang, Nur Surayyah Madhubala Abdullah, and Nooreen Noordin. "In-service Middle School Teachers’ Cognition in the Use of Technology in English as a Second Language (ESL) Teaching and Learning Context in Dingxi City, China." World Journal of English Language 13, no. 1 (December 21, 2022): 254. http://dx.doi.org/10.5430/wjel.v13n1p254.
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Many in-service ESL teachers have low interest in using technology in classrooms on account of complex internal and external factors. Thus, guided by Davis’s (1989) technology acceptance model and Borg’s (2003) language teacher cognition theory, this study, which uses a quantitative descriptive survey, aims to further understand in-service middle school English as a second language (ESL) teachers' cognition in the use of technology in Dingxi city, China. The results show that in-service middle school ESL teachers have general positive cognition toward technology in their classrooms and that these teachers are high-level users of technology. The findings suggest that academic institutions can provide more decent technological support to in-service middle school teachers as this will cater to their needs in ESL teaching and learning.
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Priede, Ligita, and Dagnija Vigule. "Teacher – Facilitator of Meaningful Learning in Preschool." Journal of Pedagogy and Psychology "Signum Temporis" 8, no. 1 (December 1, 2016): 76–81. http://dx.doi.org/10.1515/sigtem-2016-0020.
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AbstractActivity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teaching, the teacher helps in finding answers to the many questions child has, thus promoting cognition and creative activity thereof. If an adult tells pre-schooler what he should or should not do and makes him to accomplish certain tasks, cognition activity of child is not satisfied and learning has not taken place. Moreover, if the tasks are the same and given to all children in the same time, child’s individuality, development level of each particular child and freedom of choice are disregarded. This research is aimed at theoretical and empirical study of preconditions for meaningful learning in preschool. The theoretical background of the research consists of findings about learning activities of pre-schoolers published by pedagogues and psychologists known both in Latvia and abroad. Within the framework of the issue to be researched, the following was analysed: experience of preschool teachers in divided into frequency and interpretation (by using descriptive and inferential statistics (IBM SPSS Statistics-v19.0)), and experience of pre-schoolers at older age when working with worksheets.
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Peterson, Penelope L., Christopher M. Clark, and W. Patrick Dickson. "Educational Psychology as a Foundation in Teacher Education: Reforming an Old Notion." Teachers College Record: The Voice of Scholarship in Education 91, no. 3 (March 1990): 322–46. http://dx.doi.org/10.1177/016146819009100302.
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In this article, the authors raise questions about the place and form of educational psychology in the larger conversation about the thoughtful preparation of teachers. Recent research and theory in cognition and instruction suggest alternatives to traditional concepts of the learner, the teacher, and classroom learning. This research has implications for the reconsideration of the content, curriculum, and methods of teaching educational psychology and also for the ways in which teacher educators learn to teach the adults who will become tomorrow's teachers.
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Ellis, Elizabeth M. "Teacher cognition and language education: research and practice." International Journal of Bilingual Education and Bilingualism 12, no. 5 (September 2009): 607–11. http://dx.doi.org/10.1080/13670050802277076.
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