摘要:本文是英语语言学论文,通过对转录、编码数据的分析,本研究发现实习英语教师的教学认知变化主要体现在实习英语教师的教学技巧的提升,实习教师知识的增加,与他人的关系(包括其他教师与学生)的变化,以及实习教师的情感等方面的变化。
ers'teaching cognition change, and this led me did this study.
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Chapter Two Research on Teacher Cognition
2.1 The Definition of Language Teacher Cognition
The study on language teacher cognition plays an important role in teacher developmentand teacher education. Consequently, different aspects concern with teacher cognition had beenstudied. The language teacher cognition, as Borg (2006:272) points out, is 'an inclusive termreferring to the complex, practically-oriented, personalized, and context-sensitive networks ofknowledge, thoughts and beliefs that language teachers draw on in their work'.In Borg's (2005) research, teacher cognition refers to the unobservable cognitivedimension of teaching - what teachers know, believe, and think. It can be understood as what'the beliefs, knowledge, theories, assumptions and attitudes that teachers hold about all aspectsof their work' (Borg, 1999). Zheng ( 郑 新 民 , 2005, 2006) presents the studies on collegeEnglish teachers cognition, which involves: teachers' knowledge, teachers' selective attentionability, teachers' feeling and thinking. As Freeman & Johnson (1998:2) stated that 'the actualthought processes that teachers engaged in as they planned and carried out their lessons'. In2002, Freeman (2002:1) explores the hidden side of teaching, and the argument examines twomain socio-cognitive processes. One involves 'the developmental question of how individualslearn to teach; the other involves the epistemological question of how teachers know what theyknow to do what they do'.Borg (2006:271) shows that the study of teacher cognition contains 'in languageeducation contexts, what teachers at any stage of their careers think, know or believe in relationto any aspect of their work, also entail the study of actual classroom practices and of therelationships between cogitation and these practices'.
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2.2 A Review of Language Teacher Cognition Development
In 1975 the National Institute of Education in the United States organized a conferenceand a report proposed by a group which focused on 'Teaching as Clinical InformationProcessing', which marked that the researchers put their attentions on teacher cognition (Borg,2006). The rapid growth of language teacher cognition researches since the 1970s has beencharacterized by a number of perspectives from which teachers' mental lives can be studied.For example, Shulman (1987) introduces the notions of pedagogical knowledge and pedagogical reasoning into language teacher cognition. And Fenstermacher (1994) emergesphilosophical arguments apart. Many other researchers, such as Bailey (2002), Breen (2001),Cumming (1989), Freeman (1993), Golombek (1998), Johnson (1992, 1994), Numrich (1996)highlight the personal nature of teacher cognition, the role of experience in the development ofthese cognition, and the way in which instructional practice and cognition are mutuallyinforming in language teacher cognition. Generally speaking, the term 'language teachercognition' is an inclusive term to embrace the complexity of teachers' mental lives.
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Chapter Three Research Methodology........18
3.1 Context of the Study....18
3.2 Research Questions..... 18
3.3 Research Method.........19
3.4 Data Collection.... 19
3.4.1 Procedure of Interview..... 20
3.4.2 Procedure of Analyzing the Reflection
notes.........21<
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