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.
