'Cognitive Aging' in Teachers: L2 Teachers' Cognitive Performance across Various Stages in Their Teaching Career

Autor/inn/en	Karimi, Mohammad Nabi; Norouzi, Monireh
Titel	'Cognitive Aging' in Teachers: L2 Teachers' Cognitive Performance across Various Stages in Their Teaching Career
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 4, S.371-388 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2018.1466893
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Video Technology; Teacher Effectiveness; Recall (Psychology); Schemata (Cognition); Teaching Experience; Thinking Skills; Role; Beginning Teachers; Experienced Teachers; Comparative Analysis; Knowledge Base for Teaching; English (Second Language); Age Differences + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Abberufung; Cognition; Schema; Kognition; Denkfähigkeit; Rollen; Junior teacher; Junglehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Age; Difference; Age difference; Altersunterschied
Abstract	Reconceptualization of teaching as a thoughtful process guided by teachers' thinking has inspired a substantial body of research into various factors involved in shaping teachers' cognitions. Experience has been cited as one of the factors structuring teachers' cognitions. However, despite the multitude of studies comparing the cognitions underlying novice and experienced teachers' performance, there is little evidence, if any, as to how teacher cognition might vary across various levels of teaching experience. Therefore, this study aims to address this gap by comparing the pedagogical thought units of teachers at different stages of their teaching career. Twenty teachers were assigned to five groups of varied teaching experience (n = 4 per group). Teachers' class performances were video recorded and stimulated recall technique was used to probe into their pedagogical reasoning. The analyses of the data revealed significant differences across the five groups both in the sums of frequencies of pedagogical thought units produced by the teachers and in a number of the dominant pedagogical thought categories. The results also point to the more noticeable role of experience in (re)structuring teachers' cognitions in the initial years of teaching and declines in its influence at later stages of the teaching career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01