Social Interaction and Teacher Cognition
In the past decade there has been a surge of interest in the study of language teacher cognition – what language teachers know, think and believe – and of its relationship to teachers’ classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers’ cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.
- Features a three part structure of survey, analysis and application
- Takes a discursive psychological approach to teacher cognitions
- Uses conversation analysis to examine cognition-in-interaction
- Provides detailed examples of language in interaction in EFL contexts
Introduction
Chapter 1 Language teacher cognition: An overview
Chapter 2 Approaches to the study of teacher cognition
Chapter 3 Teacher cognition and Interaction
Chapter 4 Learning to teach and pre-service teacher cognition
Chapter 5 Developing expertise and in-service teacher cognition
Chapter 6 Interactive decision-making
Chapter 7 Understanding pedagogy
Chapter 8 Language teacher education
This is an original study of language teacher cognition that adopts a new perspective for investigating the link between teacher thinking and practice. Li Li uses discursive psychology to produce rich analyses of language learner and teacher classroom discourse. A must read for anyone involved in second language education.
