Teacher Cognition Essay

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Literature Review

Teacher Cognition

Teacher’s beliefs are often studies under the broader heading of teacher cognition, which also involves related concepts such as attitude and knowledge. However, in this literature review, key components of this section are the study of teachers the development of teacher cognition and language education research, definitions of teacher cognition, the relationship between teacher cognition and behaviour, appraisal of data collection methods in teacher cognition research, and the selected studies on teacher cognition about EMI in university contexts. I end the section with discussion of recent selected studies and their limitations in order to highlight the research spaces occurring today.

1. The development
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Teacher cognition assisted researchers in understanding the specific ways teachers think, know, believe, and do in a wide variety of classroom contexts. However, attention to research on teacher’s beliefs without practices concerned some educators and researchers because they had questioned how its outcomes could yield useful knowledge to teacher education (Clark & Peterson, 1986). Scholars proposed changes in the way to perceive teacher cognition (Clark, 1988; Cole, 1989; Clark & Peterson, 1986; Fenstermacher, 1986; Nespor, 1987; Pintrich, 1990), it was more meaningful to focus on teacher behaviours and teacher beliefs. They were working on the assumption that beliefs were the greatest signs of the decisions persons make (Bandura, 1986; Dewey, 1933; Nisbett & Ross, 1980; Rokeach, 1968). Pajares (1992) stated that the beliefs of teachers shaped their views and judgments, which influenced their classroom behaviour. He also mentioned that research on teacher cognition could be the focus of educational research because it could inform educational practices, which other research agendas could not do. The study of teacher cognition yields fruitful pedagogical implications when precise beliefs are carefully defined, suitable methodology selected, and design thoughtfully constructed (Pajares, 1992). Today, teacher cognition is an …show more content…
Firstly, teachers ' beliefs impact perception and judgment. Secondly, teachers ' beliefs play a role in how teaching is interpreted into classroom practices. Thirdly, comprehending teachers ' beliefs is crucial to evolving teaching practices and teacher education programmes. In terms of language teaching, the beliefs of teachers have been studied to understand how individual beliefs and knowledge of the pedagogical systems of instruction have addressed the instructional practices and decisions of EFL/ESL teachers (Borg, 2003; Burns, 1992; Farrell and Lim, 2005; Golombek,

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