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br /> 3.4.3 Some Triangulation...........21
3.5 Data Analysis....... 21
3.5.1 Transcription......21
3.5.2 Coding........21
3.5.3 Content Analysis....... 22
Chapter Four Research Results and Discussion........23
4.1 Practicum Language Teacher Cognition Changes.... 23
4.2 Factors that Influence the Changes.... 31
4.3 Some Suggestions........42
Chapter Five Conclusion........45
5.1 Summary of Key Findings..........45
5.2 Limitations........... 45
5.3 Reflections....46

Chapter Four Research Results and Discussion

This study focused on practicum language teacher teaching cognition changes. Afteranalyzing the data onto five interviews and the reflection notes written by one of them, thechanges of practicum English teachers' teaching cognition mainly on four aspects, includingpracticum teachers' teaching skills, practicum teachers' knowledge, relationship with others andpracticum teachers' emotion. Factors influenced these changes including practicum teachers'prior learning experiences; practicum teachers' beliefs about language teaching; past practicumexperiences and the instructional decision-making and practical knowledge. And thesuggestions offered in this study are (1) The teacher educators should help in organizing andsupporting a new connection between new and experienced teachers; (2) courses inpostgraduate programs could be resetting; and (3) there should be more reflection and thegroup discussion in the practicum teacher's education and more supervision in practicumteaching.

4.1 Practicum Language Teacher Cognition Changes

Many institutions require their students to take part in a teaching experience in a schoolwhere they can get real to interact with actual students. Most of the schools and teachers wanttheir students to balance the curriculum through both theory and practice. And this part oftenrefers to as practicum. Farrell (2008:1) states that 'the practicum has come to be recognized asone of the most important aspects of a learner teacher's education during their languageteaching training programme'. Since every practicum teacher has his own viewpoint aboutteaching which may lead to different management in a classroom or their own development asa teacher. The study of practicum teachers' cognition is good for the further teachers'development either. Therefore the 'importance of the experience provided in a practicum isincreasingly recognized' ( Richards, 1988).Based on the data analysis, the practicum teachers' cognition changed mainly on teachers'language proficiency, teachers' knowledge and the relationship of a community of practice.What's more, their emotion also changed into some degree. The changes are listed in detail asbelow.

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Conclusion

This chapter present, firstly, a summary of the key findings of the research, followed bysome suggestions for practicum teacher to be expertise in teaching. The limitations of the studyare assessed subsequently. The chapter concludes with a brief summary of the precedingsections.This study was on studying practicum English teachers cognition. The primary objectivesof this study were to explore the changes of the practicum teachers teaching cognition. Thesecondary aim of the study was to examine what the factors that may lead to these changes.Based on the factors analysis, some s