1
Research on teacher Cognition.
1. COGNITION. Cognition is the unobservable dimension of how teachers
think, know, believe and do.
2. a. What do teachers have Cognitions about?
b. How do these cognitions develop?
c. How do they interact with teacher learning?
d. how do they interact with classroom practice?
3. The role of language learning experience:
The role of language learning histories in shaping teaching beliefs and practices.
Images of teachers, materials and activities during language learning.
The effect of negative language learning experiences.
4. Teacher Cognition and Teacher Education:
Understanding of teaching and learning: how this may change.
Teacher training variables, influence on trainees.
Processes of teacher cognition change.
5.Teacher Cognition and Classroom Practice:
Does cognition influence practice, or practice influence cognition?
What is the role of teacher personality?
6. Common Reasons for Instructional decisions.
Engaging the cognitive processes that facilitate learning.
Concern for language management.
Timing and Pacing of lessons. Lesson Management.
7. Departure from Lesson Plans.
Improvisational Teaching.
Problems and Unexpected Difficulties.
Teach to the Moment.
Serve the Common Good.
8.Cognition and Context.
The environmental realities of the classroom.
Parents, Sponsors, Classroom, School, Society….
43 hours a week class contact….
9. Cognition and Experience.
Teaching experience as a personally unique entity.
In flight decisions…Teaching by the Seat of Your Pants
(See References page Below…)
2
References.
Ellis, E.M. 2006 Language Learning Experience as a Contributor to ESOL teacher
Cognition. TESL-EJ. Vol 10/1. (Online.)
Richards, K. 2003. Qualitative Inquiry in TESOL. London.
Bailey, K. Nunan, D. 1996. Voices From the Language Classroom. CUP Cambridge.
Borg, S. 1998. Teachers’ Pedagogical Systems and Grammar Teaching: a Qualitative
Study. TESOL QUARTERLY vol. 32/1 p.9-38.
Borg, S. 2003. Review Article: Teacher Cognition in Language Teaching: A review
of research on what language teachers, think, know, believe, do. Language Teaching
36: 81-109.
Breen, M. Littlejohn, A. 2000. Classroom Decision Making. CUP Cambridge.
Breen, M., Hird, B., Milton,M., Oliver, R., Thwaite, A. 2001. Making Sense of
Language Teaching: Teachers’ Principles and Classroom Practice. Applied Linguistics
vol.22/4. p.470-501.
Catoroglu, N. & Roberts, J. 2000. Development in Student Teachers’ Pre-existing
Beliefs During a 1-Year PGCE Programme. System 28 p. 387-402.
Golombek, P. 1998. A study of language tecajers’ personal practical knowledge.
TESOL Quarterly. 32/3. 447-464.
James, P. 2001. Teachers in Action. Cambridge.
McKay, S.L. 2002. The Reflective Teacher:A guide to classroom research. Singapore.
McDonough, J. McDonough, S. 1997. Research Methods for English Language
Teachers. Arnold. London.
Woods, D. 1996. Teacher Cognition in Language Teaching. CUP Cambridge.
3