Teacher Cognition in Language Teaching
Beliefs, Decision-Making and Classroom Practice
Published on 30. May 1996
Book
Paperback/Softback
324 pages
978-0-521-49788-6 (ISBN)
Description
This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process.
Reviews / Votes
'Woods' study makes an invaluable contribution to the theorising of second language teaching. It is a complex and thought-provoking read involving, at times, an abstract level of discussion. Throughout, however, it is amply illustrated with interview and classroom data which illuminate the abstract concepts clearly and entertainingly.' EA Journal 'This publication raises real challenges to received views and cosy assumptions about what constitutes 'effective' language teaching behaviour.' EA Journal 'Teacher Cognition in Language Teaching is an excellent book, which has opened my eyes to a largely unexplored area in language pedagogy. In general, eschewing the bandwagon effect of learner-centredness, it reinstates the teacher as the main desicion-maker and, by implication, repsponsibility-bearer.' ' ... it offers a rich research agenda, well worth putting on the reading list of any postgraduate course in language pedagogy, teacher education, or applied linguistics.' ELT Journal Volume 51/4, 1997More details
Series
Language
English
Place of publication
Cambridge
United Kingdom
Target group
ELT/ESL
Product notice
Paperback (trade)
Dimensions
Height: 227 mm
Width: 151 mm
Thickness: 22 mm
Weight
643 gr
ISBN-13
978-0-521-49788-6 (9780521497886)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
Content
1; Why study the teacher?; 2; The study; 3; An ethno-cognitive model of language teachers' decision-making; 4; The structures of teaching:UNITS AND RELATIONSHIPS IN A COURSE a participant-centred view of course structure;5; DECISION-MAKING IN THE STRUCTURING OF A COURSE: A Model OF THE PLANNING PROCESSES OF SL TEACHERS; 6; Procedures and strategies in the plannng process; 7; An integrated view of teachers' beliefs, assumptions and knowledge; 8; The role of BAK in teachers' interpretive processes; 9; Coherence in the teaching process; 10; The structure and process of teaching in context