Teacher cognition in language teaching : beliefs, decision-making, and classroom practice
Author(s)
Bibliographic Information
Teacher cognition in language teaching : beliefs, decision-making, and classroom practice
（The Cambridge applied linguistics series / series editors, Michael H. Long and Jack C. Richards）
Cambridge University Press, 1996
- : hc
- : pb
Available at / 81 libraries
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Osaka University International Studies Library
: hc807||270||[20]90005234035,
: pb807||270||[20]90004943487 -
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Note
Includes bibliographical references ( p. 300-310) and author and subject indexes ( p. 311-316)
Description and Table of Contents
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.
Table of Contents
- 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
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