Huan Zhao (Ph.D.) is a Writing Consultant at the Centre for Learner Success, Massey University, Auckland Campus, Auckland, New Zealand. She was previously a lecturer at Fudan University, Shanghai, China, prior to her embarking on her PhD study in New Zealand. She has since graduated with the Degree of Doctor of Philosophy (Ph.D.) in Education (Applied Linguistics and TESOL) from The University of Auckland. Her research interests include teacher cognition, language teacher professional development and the learning and teaching of English as a foreign language, especially EFL writing.Lawrence Jun Zhang (Ph.D.) is Professor of Applied Linguistics and Associate Dean, Faculty of Education and Social Work, The University of Auckland, New Zealand. His research interests are learner metacognition and teacher education, with particular reference to EFL reading/writing and ESP/EAP. His 100-plus publications include co-edited books such as Language Teachers and Teaching: Global Perspective, Local Initiatives (2014, Routledge, UK) and Crossing Borders, Writing Texts, Being Evaluated: Cultural and Interdisciplinary Norms in Academic Writing (2021, Multilingual Matters, UK) and research articles in such international journals as Applied Linguistics, Applied Linguistics Review, System, TESOL Quarterly, Modern Language Journal and Journal of Second Language Writing. He was the sole winner of the “Distinguished Research in TESOL Award” in 2011 and is the current Co-Editor-in-Chief of System, having been honoured with the recognition by the TESOL International Association (USA) with the “50@50” Award, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL when the TESOL Association celebrated its 50th anniversary in Baltimore, Maryland, USA. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors.

• Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition.- Chapter2.Defining Teacher Cognition and the Research Context.- Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism.- Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing.- Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing.- Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice.- Chapter7.Conclusion.

Huan Zhao (Ph.D.) is a Writing Consultant at the Centre for Learner Success, Massey University, Auckland Campus, Auckland, New Zealand. She was previously a lecturer at Fudan University, Shanghai, China, prior to her embarking on her PhD study in New Zealand. She has since graduated with the Degree of Doctor of Philosophy (Ph.D.) in Education (Applied Linguistics and TESOL) from The University of Auckland. Her research interests include teacher cognition, language teacher professional development and the learning and teaching of English as a foreign language, especially EFL writing.Lawrence Jun Zhang (Ph.D.) is Professor of Applied Linguistics and Associate Dean, Faculty of Education and Social Work, The University of Auckland, New Zealand. His research interests are learner metacognition and teacher education, with particular reference to EFL reading/writing and ESP/EAP. His 100-plus publications include co-edited books such as Language Teachers and Teaching: Global Perspective, Local Initiatives (2014, Routledge, UK) and Crossing Borders, Writing Texts, Being Evaluated: Cultural and Interdisciplinary Norms in Academic Writing (2021, Multilingual Matters, UK) and research articles in such international journals as Applied Linguistics, Applied Linguistics Review, System, TESOL Quarterly, Modern Language Journal and Journal of Second Language Writing. He was the sole winner of the “Distinguished Research in TESOL Award” in 2011 and is the current Co-Editor-in-Chief of System, having been honoured with the recognition by the TESOL International Association (USA) with the “50@50” Award, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL when the TESOL Association celebrated its 50th anniversary in Baltimore, Maryland, USA. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors.

• Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition.- Chapter2.Defining Teacher Cognition and the Research Context.- Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism.- Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing.- Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing.- Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice.- Chapter7.Conclusion.

Huan Zhao (Ph.D.) is a Writing Consultant at the Centre for Learner Success, Massey University, Auckland Campus, Auckland, New Zealand. She was previously a lecturer at Fudan University, Shanghai, China, prior to her embarking on her PhD study in New Zealand. She has since graduated with the Degree of Doctor of Philosophy (Ph.D.) in Education (Applied Linguistics and TESOL) from The University of Auckland. Her research interests include teacher cognition, language teacher professional development and the learning and teaching of English as a foreign language, especially EFL writing.Lawrence Jun Zhang (Ph.D.) is Professor of Applied Linguistics and Associate Dean, Faculty of Education and Social Work, The University of Auckland, New Zealand. His research interests are learner metacognition and teacher education, with particular reference to EFL reading/writing and ESP/EAP. His 100-plus publications include co-edited books such as Language Teachers and Teaching: Global Perspective, Local Initiatives (2014, Routledge, UK) and Crossing Borders, Writing Texts, Being Evaluated: Cultural and Interdisciplinary Norms in Academic Writing (2021, Multilingual Matters, UK) and research articles in such international journals as Applied Linguistics, Applied Linguistics Review, System, TESOL Quarterly, Modern Language Journal and Journal of Second Language Writing. He was the sole winner of the “Distinguished Research in TESOL Award” in 2011 and is the current Co-Editor-in-Chief of System, having been honoured with the recognition by the TESOL International Association (USA) with the “50@50” Award, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL when the TESOL Association celebrated its 50th anniversary in Baltimore, Maryland, USA. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors.

• Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition.- Chapter2.Defining Teacher Cognition and the Research Context.- Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism.- Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing.- Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing.- Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice.- Chapter7.Conclusion.