Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics)

Woods, Devon

ISBN 10: 0521497884 / ISBN 13: 9780521497886

Published by Cambridge University Press, 1996

About this Item

Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned. Ex library copy with usual stamps & stickers.

Seller Inventory # wbs1736255204

Bibliographic Details

• Title: Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics)
• Publisher: Cambridge University Press
• Publication Date: 1996
• Language: English
• ISBN 10: 0521497884
• ISBN 13: 9780521497886
• Binding: Soft cover
• Condition: Good
• Weight: 540 grams

About this title

Synopsis

This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process.

Book Description

This book describes an ethnographic study examining teachers' decision-making and planning as preparation for the classroom, and their perceptions and interpretations of classroom events in the light of their prior knowledge, beliefs, goals and plans.