Exploring the mental lives and classroom practices of language teachers
In short: A review of research into language teacher cognition found that studying what teachers think, know, and believe provides valuable insight into their classroom actions. The analysis examined how prior language learning experiences, teacher education, and classroom practice all shape these internal mental constructs.
The review synthesized existing studies to connect teachers' internal thoughts to their teaching methods, specifically looking at grammar and literacy instruction. However, the author notes that the field currently lacks a unified framework and many important teaching issues remain unexplored from a cognitive perspective.
Why it matters: Understanding a teacher's internal beliefs is key to understanding their classroom behavior.
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Sources
- Summary by Intellect · source: Research: Borg (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching.
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