Abstract
AbstractThis study examined the main sources of the participant English as a foreign language (EFL) teachers’ cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse the data, grounded theory design was used as a systematic data analysis process. The findings showed that prior language learning experiences, the pre-service education, the years spent as a novice teacher, institutional atmosphere, experienced colleagues in the past and all teaching experiences were the main sources of their cognition on language teaching and their cognitions were also the origin of their classroom practices. The learner profile, institutional factors including the organizational...
Highlights
With the emergence of significant realizations towards the early 1980s focusing on teachers’ learning-to-teach processes, researchers’ main focus dramatically turned to how teachers learnt what they knew rather than what they needed to know
The case of Eda The findings in Eda’s narrations demonstrated that her language learning experiences in the past, the pre-service education she had at university, her language teaching experiences as a novice teacher and as an experienced one were influential on the formation of her cognition as a language teacher
The results regarding the foci were presented case by case in the previous section and this part discusses the findings derived from the cross-cases analysis of the data by providing the figures which are constructed based on this crosscases analysis and describes the language teacher cognition of the participant teachers, the characteristics of their classroom practices and the impact of the institutional context on them
Summary
With the emergence of significant realizations towards the early 1980s focusing on teachers’ learning-to-teach processes, researchers’ main focus dramatically turned to how teachers learnt what they knew rather than what they needed to know. Gökhan ÖztÜrk is an instructor of English at Afyon Kocatepe University School of Foreign Languages in Turkey. He has been teaching English for eight years. His research interests are second language teacher education, language teacher cognition, oral corrective feedback and affective factors in language learning. What are the factors influential on their learning-to-teach process during their entire career? These questions have long been the focus of many scholars in the field of second language teacher education and they are still at the heart of discussion. Within an in-depth perspective examining three cases, this study aims to give answers to those questions by propounding a data-driven language teacher cognition model which presents a figurative conceptualization of the participants’ learning-to-teach processes
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