Re-Defining Language Teacher Cognition through a Data-Driven Model: The Case of Three EFL Teachers

Autor/inn/en	Öztürk, Gökhan; Gürbüz, Nurdan
Titel	Re-Defining Language Teacher Cognition through a Data-Driven Model: The Case of Three EFL Teachers
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1290333 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1290333
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Schemata (Cognition); Classroom Techniques; Higher Education; Grounded Theory; Teacher Attitudes; Teaching Experience; Semi Structured Interviews; Recall (Psychology); Learning Experience; Creative Teaching; Instructional Design; Foreign Countries; Teaching Methods; Case Studies; Intensive Language Courses; Hermeneutics; Qualitative Research; Observation; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cognition; Schema; Kognition; Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Abberufung; Lernerfahrung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Intensivkurs; Sprachkurs; Hermeneutik; Qualitative Forschung; Beobachtung; Türkei
Abstract	This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse the data, grounded theory design was used as a systematic data analysis process. The findings showed that prior language learning experiences, the pre-service education, the years spent as a novice teacher, institutional atmosphere, experienced colleagues in the past and all teaching experiences were the main sources of their cognition on language teaching and their cognitions were also the origin of their classroom practices. The learner profile, institutional factors including the organizational atmosphere, testing and curriculum policies, and the participants' improvisational teaching acts were the other factors shaping their practices. Finally, the study puts forward a language teacher cognition model, Clusters of Language Teacher Cognition, a figurative conceptualization which would guide researchers for further studies and policy-makers for designing the learning-to-teach processes of teachers. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01