Evolution of Approaches to Teacher Cognition and Teacher Identity: A Conceptual Conversation

Autor/inn/en	Yazan, Bedrettin; Lindahl, Kristen
Titel	Evolution of Approaches to Teacher Cognition and Teacher Identity: A Conceptual Conversation
Quelle	In: TESL-EJ, 27 (2023) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yazan, Bedrettin) ORCID (Lindahl, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Schemata (Cognition); Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Professional Identity; Writing (Composition); Academic Language; Metacognition; Cognitive Processes; Faculty Development; Political Attitudes; Cultural Influences; Social Influences; Correlation; Teacher Attitudes; Teacher Characteristics + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibübung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Political attitude; Politische Einstellung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Korrelation; Lehrerverhalten
Abstract	In this paper, as two TESOL practitioners, our purpose is to capture our reflections on how conceptual approaches to teacher learning have evolved over the years to highlight the interplay between teacher cognition and teacher identity. We also seek to decrease the distance between ourselves and our academic writing, essentially emerging from behind the conventions of academic writing to discuss concepts in a conversational tone, hopefully making them more accessible to a larger audience of practitioners and scholars. In discussing our ongoing negotiation of theoretical orientations, we have been able to reflect on the influence of the language teacher cognition research base on the wider field of language teacher identity research. The main take-away is that we can better illustrate the complexity involved in the practice of language teaching and the process of becoming language teachers if we combine the two in complementary ways: teachers' individual cognitive and metacognitive processes involved in their professional learning and their situatedness in social, cultural, political, and economic discourses. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01