پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شمارهها | 834 |
| تعداد مقالات | 8,015 |
| تعداد مشاهده مقاله | 14,853,717 |
| تعداد دریافت فایل اصل مقاله | 9,587,167 |
Teacher Cognition and Personal Beliefs: A Harmonious Mismatch? | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 1، دوره 2، شماره 2، فروردین 2010، صفحه 1-26 اصل مقاله (313.62 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2012.68 | ||
| نویسندگان | ||
| Sasan Baleghizadeh1؛ Salim Yassami* 2 | ||
| 1Shahid Beheshti University, Iran | ||
| 2Ferdowsi University of Mashhad, Iran | ||
| چکیده | ||
| Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have gathered as learners (Nespor, 1987). A teacher’s idea about teaching and the methodologies employed is largely shaped by his/her cognition about the whole story of teaching. In this study, through a structured questionnaire, some open-ended questions, and a thorough interview, the researchers tried to delve into some deep-rooted beliefs and teaching conceptions of six EFL teachers, which had led them to decide on delicate issues in the classroom. This was done with the intention to unravel the mysteries in their practice and to see if there was a way out. A few not-so-much-spotted problems are traced and a general panorama of what is going on in classes based on teachers’ cognition are depicted. Some implications and areas of research on teacher cognition are introduced at the end. | ||
| کلیدواژهها | ||
| teacher cognition؛ Fossilization؛ Defossilization؛ Culture؛ Language Learning Knack | ||
| مراجع | ||
|
Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Flesischman, N., Holbrook, M. P., Tuman, J., Waissbluth, X., and Zambo, L. J. (1996). The language learners’ autobiography: examining the “apprenticeship of observation”, in D. Freeman and J. C. Richards (eds.), Teacher Learning in Language Teaching, Cambridge: Cambridge University Press, pp. 11-29.
Borg, S. (1997). Unifying Concepts in the Study of Teachers’ Cognitive Structures, Unpublished manuscript.
Borg, S. (2003). “Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do”, Language Teaching, 36(1), pp. 81-109.
Calderhead, J. (1987). “The quality of reflection in student teachers’ professional learning”, European Journal of Teacher Education, 10 (3), pp. 269-278.
Clark, C. M., and Peterson, P. L. (1986). “Teachers’ thought processes”, in M. C. Wittrock (ed.), Handbook of Research on Teaching, New York: Macmillan, pp. 255-296.
Edge, J. (1993). Essentials of English Language Teaching: Longman Keys to Language Teaching Series, NY: Longman.
Freeman, D. (1992). “Renaming experience/reconstructing practice: developing new understandings of teaching”, Teaching and Teacher Education, 9 (5), pp.485-497.
Holt Reynolds, D. (1992). “Personal history-based beliefs as relevant prior knowledge in course work”, American Educational Research Journal, 29 (2), pp. 325-349.
Horwitz, E. K. (1987). “Surveying student beliefs about language learning”, in A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning,NY: Prentice Hall, pp. 119-129.
Johnson, K. E. (1994). “The emerging beliefs and instructional practices of preservice English as a second language teachers”, Teaching and Teacher Education, 10(4), pp. 439-452.
Lortie, D. C. (1975). Schoolteacher: A Sociological Study, Chicago: University of Chicago Press.
Lynch, T. (1990). “Researching teachers: behavior and belief”, in C. Brumfit and R. H. Mitchell (eds.), Research in the Language Classroom, ELT Documents 133, London: Modern English Publications.
Nespor, J. (1987). “The role of beliefs in the practice of teaching”, Journal of Curriculum Studies, 19 (4), pp. 317-328.
Nisbett, R. E., and Ross, L. (1980). Human Inference: Strategies and Shortcomings of Social Judgment, Englewood Cliff, NJ: Prentice Hall.
Numrich, C. (1996). “On becoming a language teacher: insights from diary studies”, TESOL Quarterly, 30(1), pp.131-153.
Richards, J. C., and Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms, Cambridge: Cambridge University Press.
Tobin, K., and LaMaster, S. U. (1995). “Relationships between metaphors, beliefs, and actions in a context of science curriculum change”, Journal of Research in Science Teaching, 32, pp. 225-242. | ||
|
آمار تعداد مشاهده مقاله: 3,737 تعداد دریافت فایل اصل مقاله: 2,161 |
||