Teacher Cognition Research Articles

Focus on form, forms, or meaning in grammar instruction: a study of Pakistani university EFL teachers’ cognition and practices

Abstract Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a structured questionnaire administered to over 210 teachers teaching English language to undergraduate classes at various universities in Pakistan. The results of the questionnaire were analysed using descriptive and inferential statistical analyses. The findings reveal that, despite using focus on forms (FonFs) instruction, teachers support focus on meaning (FonM) instruction, but consider focus on form (FonF) as the most suitable choice for language teaching. Moreover, the content and materials used by teachers reveal their actual classroom practices which tend to favour FonFs instruction, conflicting with their beliefs. This misalignment also indicates teachers’ insufficient knowledge of L2 learning theories and the intricate nature of their grammar cognition. The study implies the need for research on mediating factors in teacher cognition-practice and training programs promoting L2 theory and practical strategies.

Swedish L2 teacher cognitions of the initial assessment of students' L1 literacy resources

In this paper, we explore second language (L2) teachers’ cognitions regarding the initial assessment of adult learner literacy in their strongest language. Instruction can thus be adapted according to what is stipulated in the curriculum and syllabus. The literacy assessment is conducted in the student’s strongest language with assistance from an interpreter, translated decoding and reading comprehension tasks and concerns assessment of learners with little or no prior education. Questionnaires and interviews with L2 teachers reveal great variation based on four categories of teacher knowledge, namely, Subject matter knowledge, Knowledge of students, Pedagogical knowledge, and Knowledge of educational contexts. These four categories were partly intertwined with each other and both a resource and a deficit perspective emerged. The teachers’ cognitions regarding the concept of literacy, the value of initial L1 literacy assessment and students’ prior literacy and multilingual resources, as well as its potential for instruction planning were diverse. This may have significant implications for what emerges in initial assessments of a student's L1 literacy. In turn, this affects the validity of the assessment and, ultimately, the quality of education.

Research on the Influence Mechanism of the Willingness to Apply Generative Artificial Intelligence in the Teaching of Higher Education Teachers

This study aims to fill a gap in the literature by analyzing the influence mechanism of the willingness to apply generative artificial intelligence in teaching of higher education teachers. The study revealed that the factors influencing college teachers intention to reply generative artificial intelligence technology are divided into two parts: teachers individual factors and teachers external factors. At the level of individual teachers factors, teachers technology cognition is the fundamental influencing factor, and teachers emotional fulfillment, ability and experience are the direct factors determining the application of generative AI in college teachers teaching. At the level of external factors, the usability of generative AI is the fundamental influencing factor. This study provides a theoretical framework for promoting teacher technology application, summarizes the mechanism of different influencing factors and proposes relevant suggestions for teacher cognition level and the usability of generative artificial intelligence.

A study on the impact of perceived leadership member exchange on innovation behavior by university lectures

Based on the social exchange theory, this study used the convenience maximization method to submit a form to 832 teachers. SPSS and AMOS software were used to analyze teachers' cognition of leader-member exchange (LMX) and teachers' psychological empowerment and psychological safety in innovative behavior. Meanwhile, the influence of education and professional background on these factors was evaluated. It also explores the impact of the quality of leader-member exchange on innovation, and the intrinsic role of psychological empowerment and psychological security in the process. The results show that teachers with different academic levels and titles have significant differences in leader-member interaction behavior, behavioral innovation, psychological empowerment and psychological safety. In addition, the quality of leader-teacher interaction is positively correlated with innovative behavior and psychological empowerment, indicating that leadership plays a positive role in improving teachers' innovative behavior. Psychological empowerment and psychological safety, as the key, connect the complex relationship between leadership, educational environment and innovative behavior.These findings not only provide practical strategies for higher education administrators to promote teacher innovation, but also provide a theoretical basis for widespread application in the field of organizational and environmental psychology, highlighting the potential role of leadership in creating environments that support innovation, empowerment, and safety. This framework provides a powerful tool for creating an innovative and conducive work environment. Supported.

Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China

This study investigates the perception-practice gap among English teachers in China concerning the integration of social media into teaching, blending the Language Teacher Cognition (LTC) framework with the Technological Pedagogical Content Knowledge (TPACK) model. A mixed methods approach, including the adoption of online questionnaires, instructional documents and semi-structured interviews was utilised to investigate these research questions from different perspectives. We collected 119 valid questionnaires. From these, we selected seven volunteers—those who provided their contact information and represented a range of demographic profiles—for further study. Seven instructional documents were gathered from these volunteers. Subsequently, follow-up interviews were conducted with these selected participants to gain deeper insights into their experiences and perspectives. The study revealed a significant discrepancy between moderately high perceptions and relatively low practices. This dynamic and bi-directional gap is influenced by microscopic factors like schooling and affective issues, as well as macroscopic factors such as institutional and societal influences. These factors constitute a layered system. The findings illuminate the complexities underlying the perception-practice gap in English teaching with social media integration, offering theoretical, methodological, and practical implications.

Rural Teachers' Digital Competence: Impediments and Developmental Responses

Digital transformation of education is an inevitable trend in the development of education in the digital era. Teachers' digital competence is the comprehensive ability of teachers to use digital technology to empower the teaching and learning process, which plays an important role in promoting the digital transformation of education, advancing educational equity, and cultivating students' digital competence. Under the dual system of urban and rural areas, there is a gap in digital competence between urban and rural teachers due to factors such as ambiguous cognition of rural teachers' digital technology, insufficient support, and lack of assessment and training systems, which may further widen educational inequality between urban and rural areas. The development of rural teachers' digital competence can be promoted by guiding them to change their way of thinking, increasing support, and improving assessment and training systems.

Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

This study explored teacher cognition concerning intercultural communicative competence (ICC) among pre-service English and German teachers in China, a context influenced by a rising demand for English as a lingua franca and the increasing significance of the German language due to the ‘Belt and Road’ initiative. Data were gathered from undergraduate pre-service teachers of English (EnS) (n = 54) and German (GeS) (n = 89) using a questionnaire at a Chinese university. The findings revealed that: (1) EnS emphasised ICC-oriented knowledge, attitudes, and critical cultural awareness in their provided definitions of ICC, whereas GeS focused on German proficiency and target ­culture-oriented knowledge; (2) EnS’ length of studying English, abroad experience, and prior teaching experience exhibited varying correlations with their ICC beliefs, whereas only grade level and abroad experience were significantly related to GeS’ cognition about ICC. This study contributes to the broader discourse on teachers teaching different languages and their perceptions of ICC amidst the global landscape shaped by the coexistence of multiple languages and cultures. It concludes by calling for further research examining teacher cognition and influential factors across diverse languages and educational contexts in the realm of ICC.

Studying EFL Teachers' Philosophy of ESP Teaching: Zooming on the Tunisian Higher Education Context

Despite the expanding data streamon the importance of ESP teaching in EFL education worldwide, relatively little attention has been paid to the EFL teachers’ beliefs and understanding about the pedagogy related to ESP. In the Tunisian context, there are some calls to focus on this particular concern to boost practitioners' awareness and professional development. Thus, this exploratory study focused on tracing EFL teachers’ philosophy of teaching ESP in the tertiary Tunisian system. to identify their previous knowledge and experience. The data was gathered over a period of two months. Data analysis provided support for the challenges faced by the teachers in approaching ESP teaching that parallel the ones found in the literature on teacher change and teacher cognition. In light of the findings, the researcher recommends that ESP teacher educators focus on adopting a reflective model of training in order to boost teacher development and schema change in relation to the existing challenges identified in this study.

EXPLORING FOREIGN LANGUAGE TEACHER BELIEFS AND PRACTICES IN TURKEY: A CASE STUDY

This case study explores the relationship between an Italian as a foreign language teacher’s beliefs and online teaching practices in a tertiary education setting during the Coronavirus (COVID-19) Pandemic. Specifically, it aims to find out the teachers’ beliefs with regard to their professional identities, and their roles in foreign language teaching classrooms. Besides, it was discussed if the teachers’ beliefs concerning their role identities are related to their classroom practices. Data were collected over an academic term through one semi-structured interview and two observations conducted at beginning and at the end of the semester in order to see if there are any differences according to the professional roles of the instructor in the course of time depending on the learners’ enhanced Italian language competence. The findings of the study revealed that the instructor acted out as a manager, facilitator, input provider, motivator and a translator in two observations, showing a slight difference in degree of synchronous interaction among the instructor and the students with the printed text, video tape or Web site. The interview responses revealing the instructor’s beliefs were correlated with the roles observed in synchronous communication. This study is limited to the online foreign language classroom. It would be interesting to observe what other roles the teachers play in the face-to-face classroom. It may be suggested that the studies investigating those of teachers instructing foreign languages other than English may enlighten the research on teachers’ beliefs and their professional role identities and contribute to the professional development of foreign language teachers. Last but not least, for professional growth of pre-service foreign language teachers, preliminary studies on teacher cognition should be included in the curriculum of teaching practicum.

Reconciling the evolving conceptualisations of language teacher cognition from an activity theory perspective

ABSTRACT A review of literature suggested that language teacher cognition had been used interchangeably with teachers’ knowledge and beliefs, and examined as a static entity to map out the what aspect of teachers’ minds. More recently, it has evolved to be thought of as being interactive, dynamic, and situated. However, the relationship between the two different conceptualisations remains obscure in the field. This article engages in a discussion on the conceptualisation and analysis of teacher cognition in relation to teachers’ knowledge and beliefs from an activity theory perspective, drawing upon data collected from pedagogical reforms of introducing task-based language teaching for teaching Chinese as a second language. The study posits conceptualising teacher knowledge and beliefs as one element of the activity system, that is the teachers’ psychological tools, with teacher cognition towards pedagogies as the tool-object negotiation activity, which involves more complexity and dynamics. The study adds to the understanding of language teacher cognition, and offers conceptual and analytical insights for conducting future research.

Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)

Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the Iranian context, has received scant attention. To fill this research gap, the present study aimed to provide insights into English as a foreign language (EFL) teachers’ cognition of tasks and task implementation in a TSLT setting. Data were collected through classroom observations and semi-structured interviews with four Iranian EFL teachers. Findings revealed that the teachers perceived tasks as a worthwhile area for their teaching as these pedagogical tools provide learners with opportunities to practice previously taught language items orally and enhance motivation and interaction among learners. However, the participants’ cognition of tasks and task implementation were not completely aligned with the conceptualizations proposed in the literature. On the other hand, there was a relatively strong consistency between teachers’ cognition of tasks and their task implementation practices. In light of the present findings, possible implications for teacher-preparation programs in TSLT including equipping teachers with professional knowledge about tasks and task implementation are presented.

“It’s Difficult Not to Intervene Sometimes”: Language Teacher Cognition, Emotion, and Agency in a Self-Directed Learning Unit

Despite the increasing recognition of language learning beyond traditional classrooms, little is known about how language teachers support and guide students in self-directed learning environments. Drawing on qualitative data from a team of experienced English as a Foreign Language teachers, this article reports on the intersections between teachers’ cognition, emotions, and agency in a self-directed language learning unit (SDLU) at a university in Japan. Thematic analysis of the data illuminated dialectal relationships between teachers’ feelings, beliefs, and agency during the implementation of the SDLU. Although teachers were supportive of SDLU’s goals and the overall approach it promoted, they were cautious of intervening in their students’ self-directed learning due to concerns about protecting the learner autonomy that SDLU was designed to foster. As well as confusion over how best to meet the needs of their learners in this novel context, they experienced vulnerability in relation to their professional identities and there was considerable variation in ways teachers enacted agency and managed the new learning environment. The findings suggest teachers may need guidance and support to help them recalibrate existing competencies and develop strategies for nurturing their students’ self-directed learning in novel classroom contexts.

Facing the validity gap. Perspectives on the final degree project

ABSTRACT This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.

Conceptual Framework on Language Teacher Cognition (LTC) in Classroom Interactions and The Facilitation of Students’ Speaking Skill at Sekolah Agama Rakyat (SAR) Schools

Conceptual Framework on Language Teacher Cognition (LTC) in Classroom Interactions and The Facilitation of Students’ Speaking Skill at Sekolah Agama Rakyat (SAR) Schools

Research on the Cognitive Degree of Pre-service Junior High School Mathematics Teachers for Data Concept Literacy in China

Educational issues about data concept literacy have recently received widespread attention from all sectors of society in China. There are a lot of studies on the meaning and current situation of data concept literacy and training strategies, but there is little research on the cognition of pre-service teachers on data concept literacy. In this study, 22 master's degree holders in education from two grades at a university were investigated for their data concept literacy cognition using the semi-structured interview method. After encoding the interview results, we used Excel to make statistical data and quantitative data analysis. It is found that in China pre-service junior high school mathematics teachers: 1. were not accurate and reasonable enough in their cognition of the content related to data concept literacy; 2. did not have a wide range of cognition of data concept literacy, and the pre-service teachers' cognition of data concept literacy was mainly focused on the content that was more general and closely related to their own lives; 3. the overall cognition of data concept literacy was shallow and mainly focused on a lower level; 4. The overall cognitive clarity of data concept literacy is low, and fewer points can be recognized clearly. It is thus suggested that: 1. special training and education about core literacy should be strengthened in the training of pre-service teachers so that data concept literacy can be emphasized; 2. pre-service junior high school mathematics teachers should take the initiative to learn the core literacy and improve their knowledge of data concept literacy.

The Relationship between Oral Corrective Feedback Beliefs, Practices, and Influence of Prior Language Learning Experience of EFL Teachers: Multiple Case Studies

Teacher cognition research has been the subject of scholarly investigation since the 1970s, but there has been a significant increase in research interest in this field in recent years. The beliefs of the language teacher are important factors in any specific classroom instructional decision, including the role and provision of oral corrective feedback (OCF). It is critical to comprehend the teacher’s mind and the influencing factors that shape the development of teacher beliefs, including teachers’ prior language learning experience. Through in-depth multiple case analysis, using multiple evidence, including in-depth interviews, scenario ratings, stimulated recalls, and classroom observation, the present study explored the facets of two English as a foreign language (EFL) teachers’ OCF beliefs and practices to provide more relevant and rich insights into how prior language learning experience and context interact in the development of teacher beliefs and impact their instructional practice. The findings of the case studies revealed, first, the beliefs of language teachers, which are complex in nature, and several beliefs regarding OCF have been expressed by the teachers. Second, although there is a relationship between teachers’ stated beliefs and classroom practices, different trajectories of the beliefs and practices in relation to OCF were also unfolded, and several mismatches between teachers’ beliefs and practices were found. Third, language teachers’ beliefs and their classroom practices were influenced by the language learning experience of the teachers as language learners. The study concluded with conceptual and pedagogical implications.

Research on the Cognitive Degree of Pre-service Mathematics Teachers for Mathematical Reasoning Ability in Junior High School in China

Currently, the education of junior high school mathematical reasoning ability has been widely concerned by all walks of life. Many relevant problems about it have been studied except the cognitive degree of pre-service mathematics teachers for the mathematical reasoning ability in junior high school. To address this problem, this study investigates 25 pre-service mathematics teachers’ cognitive degree of junior high school mathematical reasoning ability through open-ended interviews, obtains the current situation of pre-service teachers’ cognitive degree of mathematical reasoning ability in junior high school, and gives targeted suggestions for training pre-service mathematics teachers, so as to promote the implementation of the training goal of mathematical reasoning ability in junior high school. After analyzing, it can be found that: (1) The cognitive scope of the current pre-service mathematics teachers’ mathematical reasoning ability is not wide, more than half of the people do not recognize half of the content; (2) The cognition of many pre-service teachers is not deep, and their understanding of ability performances is simple; (3) The cognition of many pre-service teachers for many aspects of mathematical reasoning ability is not clear. Therefore, it is suggested that: (1) Experts and teachers who are responsible for educating teachers should pay more attention to mathematical reasoning ability in junior high school and add relevant courses; (2) Pre-service mathematics teachers should understand the content of junior high school mathematical reasoning ability comprehensively and deeply, and clarify relevant statements.

Metacognition and Self-Awareness

This article reports on the lead author’s reflection about the role of his personality in a tertiary-level English-language course that he taught in Japan in 2019, and the impact of that reflection on his self-awareness. Other participants of this self-study included the learners in the course (46 in total, nine male and 37 female), and other teachers in the same faculty. Data collection methods included a teaching log/journal, a focus group meeting with fellow part-time teachers, semi-structured interviews with learners and a full-time teacher, observations of several of his own classes, and questionnaires completed by learners. A recent systematic literature review of the definition of self-awareness (Carden et al., 2022) informed the study, with the teacher reflecting on the following components of self-awareness: his beliefs, internal mental state, physiological responses, personality traits, motivations, behaviors, and others’ perceptions. To inform his reflection about the above components, he drew on literature related to second language teacher cognition and second language teacher development. The findings of the study indicate that the teacher’s self-awareness has developed in a number of ways. Overall, he has become more aware of his personality and the potential for it to have a negative impact on his teaching practice. His reflection indicates that it is beginning to have a positive impact on his language-teaching-focused metacognition.

Teacher Cognition of EFL Assessment: A Case Study of Professional Development on Performance-based Language Assessment in Japan

This qualitative study, conducted in Hokkaido, Japan, concerns the investigation of the teacher cognition and practice of English as a Foreign Language (EFL) assessment and the impact of a professional development (PD) program on the participants. The PD program was carried out as a series of seven in-service workshops with five native speakers of English teaching in Japanese schools and universities. The workshops aimed to provide these teachers with a basic theoretical and practical understanding of performance-based language assessment. Another major purpose of the PD was for the teachers to conduct research and publish a paper concerning language assessment. In the study, the recording of teacher reflections was used as the data collection method. From the analysis of the data, the findings show that the PD program has positively affected the teachers. They have learned about alternative ways to assess the students, gained greater self-reliance, and became confident as teacher-assessors.

Using interviews to study teacher cognition

Using interviews to study teacher cognition