Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

Autor/inn/en	Kang, Yan; Cheng, Xiaotang
Titel	Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development
Quelle	In: Language Teaching Research, 18 (2014) 2, S.169-186 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813505939
Schlagwörter	Schemata (Cognition); Middle School Teachers; Teacher Attitudes; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Case Studies; Beginning Teachers; Correlation; Teaching Methods; Observation; Interviews; Reflective Teaching; Teaching Experience; Educational Environment; Work Environment; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Ausland
Abstract	This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which could be attributed to a number of interconnected factors, including teacher experience, reflection on practice and the teaching context. In relation to the behavioral adjustments, the teacher's cognition has also changed in varying degrees. It is concluded that the development of teacher cognition is the result of the cyclical interaction between the teacher's knowledge and belief system and her classroom practices. This study helps understand the nature and the process of teacher cognition development in the real workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10