Teacher Cognition and Language Education

Research and Practice

AvSimon Borg

Inbunden, Engelska, 2006

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Beskrivning

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.

Produktinformation

Utgivningsdatum:2006-11-06
Mått:156 x 234 x 22 mm
Vikt:610 g
Format:Inbunden
Språk:Engelska
Antal sidor:322
Förlag:Bloomsbury Publishing PLC
ISBN:9780826477286

Utforska kategorier

Undervisning i specifika ämnen inom Psykologi och pedagogik

Mer om författaren

Dr Simon Borg is Senior Lecturer in TESOL at the School of Education, University of Leeds, UK.

Recensioner i media

Simon Borg has produced a timely, well-written, comprehensive, and thought provoking book which will no doubt guide the continuing development of teacher cognition research. The book is a must read for anybody seriously interested in language education in general and language teacher education and development in particular.

Innehållsförteckning

Introduction; Chapter 1: The Origins of Teacher Cognition Research; Chapter 2: The Cognitions of Pre-service Language Teachers; Chapter 3: The Cognitions of In-service Language Teachers; Chapter 4: Teacher Cognition in Grammar Teaching; Chapter 5: Teacher Cognition in Literacy Instruction; Chapter 6: Self-Report Instruments; Chapter 7: Verbal Commentaries; Chapter 8: Observation; Chapter 9: Reflective Writing; Chapter 10: A Framework for Studying Language Teacher; Cognition.