آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,400 |
| تعداد مقالات | 17,073 |
| تعداد مشاهده مقاله | 55,099,067 |
| تعداد دریافت فایل اصل مقاله | 17,520,486 |
Cognitive Aspects of Teacher Expertise in ELT | ||
| Journal of English Language Teaching and Learning | ||
| دوره 7، شماره 15، مرداد 2015، صفحه 157-180 اصل مقاله (299.61 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Elham Yazdanmehr* ؛ Ramin Akbari | ||
| Tarbiat Modares University of Tehran | ||
| چکیده | ||
| The present paper seeks to investigate the cognitive abilities of expert EFL teachers. To this aim, the existing literature was examined and ten cognitive themes were derived which were further investigated through interviews conducted with ten academics, teacher trainers and exemplary teachers of the field in the Iranian context. The ten extracted themes were attested by interviewees’ comments. They include: fast pattern recognition, selective attention, holistic perception, superior memory, fast information encoding, anticipation power, perception of teacher’s role, awareness of situation-specific class events, awareness of their knowledge, linking prior and new knowledge. These themes are further explained and discussed along with extracts of the actual interviews. It is recurrently reminded that these cognitive issues are just one aspect of teaching expertise in ELT and the whole idea is part of a model of expertise being constructed which consists of 8 factors only one of which is teacher cognition. | ||
| کلیدواژهها | ||
| teacher expertise؛ ELT؛ cognition؛ cognitive abilities | ||
| مراجع | ||
|
Almarza, G.G. (1996). Student foreign language teacher’s knowledge growth. In D. Freeman &J. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge, UK:Cambridge University Press.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25, 243-272.
Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science Technology and Society, 24(200), 200-212.
Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: a qualitative study. TESOL Quarterly, 32, 9-38.
Borg, S. (2006). Teacher cognition and language education.London: Continuum.
Borko, H., & Linvingstone, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473-498.
Cellier, J., Eyrolle, H., & Marine, C. (1997). Expertise in dynamic environments. Ergonomics, 40, 28–50.
Clandinin, D.J. (1985). Personal practical knowledge: a study of teachers’ classroom images. Curriculum Inquiry, 15, 361-385.
Diab, R.L. (2005). Teachers’ and students’ beliefs about responding to ESL writing: A case study. TESL Canada Journal, 23, 28-43.
Elbaz, F. (1981). The teacher’s “practical knowledge”: report of a case study. Curriculum Inquiry, 11, 43-71.
Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 9, 485-497.
Freeman, D., &Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, 397-417.
Gatbonton, E. (1999). Investigating experienced ESL teachers’ pedagogical knowledge. Modern Language Journal, 83, 35-50.
Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise. NJ: Lawrence Erlbaum.
Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447-464.
Gruber, H. (2001). Acquisition of expertise. International Encyclopedia of the Social & Behavioral Sciences, 5145-5150.
Hardre, P. L., & Chen, C-H. (2005). A case study analysis of the role of instructional design in the development of teaching expertise. Performance Improvement Quarterly, 18(1), 34-58.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Australian Council for Educational Research, 1-17.
Hogan, T., & Rabinowitz, M. (2003). Problem representation in teaching: inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235-247.
Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English.Journal of Reading Behavior, 24, 83-108.
Johnson, K. (1994). The emerging beliefs and instructional practices of pre service English as a second language teachers. Teaching and Teacher Education, 10, 439-452.
Johnson, K. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle.
Johnston, B., & Goettsch, K. (2000). In search of the knowledge base of language teaching: explanations by experienced teachers. Canadian Modern Language Review, 56, 437-468.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31, 1-24.
Moallem, M. (1998). An expert teacher’ thinking and teaching and instructional design models and principles: an ethnographic study. ETR&D, 46(2), 37-64.
NBPTS (2012). English language arts standards. Retrieved from http://www.nbpts.org/english-language-arts-ea
Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly, 30, 131-151.
Opre, D., Calbaza-Ormenisan, M., & Opre, A. (2011). University teaching: didactic expertise reflected by metacognitive abilities and emotional control. Procedia - Social and Behavioral Sciences, 29, 670-677.
Rich, Y. (1993). Stability and change in teacher expertise. Teacher and Teacher Education, 9(2), 137-146.
Shanteau, J. (1992). The psychology of experts: an alternative view. In G. Wright & F. Bolger (Eds.), Expertise and decision support (pp. 11-23).New York: Plenum Press.
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57, 1-22.
Smith, D.B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 197-216).Cambridge, UK: Cambridge University Press.
Tsang, W.K. (2004). Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8, 163-198.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge: Cambridge University Press.
Tsui, A. B. (2009). Teaching expertise: Approaches, perspectives, and characterization. In A. Burns& J. Richards (Eds.), Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.
Woods, D. (1996). Teacher cognition in language teaching. New York: Cambridge University Press. | ||
|
آمار تعداد مشاهده مقاله: 132 تعداد دریافت فایل اصل مقاله: 147 |
||