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e and development of knowledge whichis being increasingly understood by the current generation of researchers in teaching and teacher education(Munby, Russell&Martin, 2001). A plethora of studies have explored teacher development from theperspectives of cognition, behavior and attitude.Jing (2008) argues that teachers' base refers to the things that teachers have known and it involvesteachers' educational thoughts. Mullock (2006) claims that teachers' base, sometimes equals thepedagogical knowledge base, is the accumulated knowledge about the act of teaching, mainly covers thegoals, procedures, and strategies according to what teachers behave in the classroom. The perspectives varyfrom different standpoints, and researchers have not reach a consensus about what knowledge teachersshould have for effective teaching, although they all unanimously view whether teachers possess teacherknowledge or not will determine the effectiveness of their teaching. Generally speaking, three differentviews on teachers’ development have been proposed . (Yang Cuirong, Hu Yi&Wu Qinglin, 2005).The first point of view concerns the teachers’ theoretical base of teaching, it suggests that the kinds ofbase teachers possess can promote successful teaching. The second is research on teachers' practicalknowledge. It is argued that it is teachers' possession of practical base that makes teaching successful. Thethird research focuses on teachers’ situated knowledge. Researchers pointed out that teachers' situatedknowledge play an indispensable part in successful teaching .It is apparent that it is impossible to account for the whole viewpoints. However, a general review onthe classification of teachers' knowledge will help us understand the importance of pedagogical contentknowledge in language teaching.
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2.2 Teacher Cognition
Borg (2003) defined Teacher cognition as what teachers think, know and believe and the relationship ofthese mental constructs to what teachers do in the language classroom. Language teacher cognitionresearchers refer to the significance of its origins in general education (Andrews, 2007 ) where it attachesgreat importance to the understanding of the complex nature of teaching and how this understanding mayenhance the effectiveness of teacher education. An established Reference is the work of Shulman (1987),who developed the concept of pedagogical content knowledge (PCK) in a series of articles. Shulman’sstudies stressed the need for researchers to investigate teachers’ understanding of subject-matter contentand pedagogy. The relationship between content and pedagogy was viewed to be central in identifying theknowledge base of teachers applied to a variety of teaching and learning contexts. This required teachers tounderstand the subject, learners, curriculum, context, and pedagogy. These components of knowledgeplayed an important role in the interpretation of teachers’ practices in the present study.
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Chapter Three Theoretical Framework............ 18
3.1 Constructivism...........18
3.2 Knowledge about Genre-based Approach.........20
3.3.1 Knowledge about Reading Instruction.............23
3.3.2 Knowledge about Reading Strategies.....24
3.3.3 Knowledge about Genre..... 25
Chapter Four Methodology.............26
4.1 Research Questions....26
4.2 Participants.......26
4.3 Research Instruments...........27
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