TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research

Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research

 England, Neil.
 2017.
 p. 229–238. English
Language teacherTeaching.
Tác giả CN England, Neil.
Nhan đề Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research / Neil England.
Thông tin xuất bản 2017.
Mô tả vật lý p. 229–238.
Tóm tắt Language teacher cognition research is understood as the investigation of “what language teachers think, know and believe” (Borg, 2006, p. 1) and, in most cases, how it relates to teachers classroom practices. The most common unit of analysis in this type of research is the individual (Borg, 2006). This work is normally informed by broader constructs of teacher knowledge in general, as opposed to the specialised knowledge of language teachers. One such construct is personal practical knowledge (Clandinin & Connelly, 1986; Golombek, 1998). Personal practical knowledge is understood to be experiential, situated, and storied, embedded in daily classroom practices and constructed and reconstructed through personal narratives of life and classroom experiences. As such, it is usually seen as idiosyncratic. Most studies of personal practical knowledge, therefore, use the individual as the unit of analysis on the assumption that “each person s knowledge cannot be codified across individuals without damaging important nuances of meaning” (Carter, 1990, p. 304).
Thuật ngữ chủ đề Language teacher-Teaching.
Từ khóa tự do Language teacher
Từ khóa tự do Teaching.
Nguồn trích Tesol Quarterly- Volume 51, Issue 1 March 2017.
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00150786
0022
00461571
005202007061038
008171104s2017 enk a 000 0 eng d
0091 0
035[ ] |a 1456369547
039[ ] |a 20241125203357 |b idtocn |c 20200706103805 |d huongnt |y 20171104151405 |z huongnt
041[0 ] |a eng
044[ ] |a enk
100[1 ] |a England, Neil.
245[1 0] |a Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research / |c Neil England.
260[ ] |c 2017.
300[ ] |a p. 229–238.
520[ ] |a Language teacher cognition research is understood as the investigation of “what language teachers think, know and believe” (Borg, 2006, p. 1) and, in most cases, how it relates to teachers classroom practices. The most common unit of analysis in this type of research is the individual (Borg, 2006). This work is normally informed by broader constructs of teacher knowledge in general, as opposed to the specialised knowledge of language teachers. One such construct is personal practical knowledge (Clandinin & Connelly, 1986; Golombek, 1998). Personal practical knowledge is understood to be experiential, situated, and storied, embedded in daily classroom practices and constructed and reconstructed through personal narratives of life and classroom experiences. As such, it is usually seen as idiosyncratic. Most studies of personal practical knowledge, therefore, use the individual as the unit of analysis on the assumption that “each person s knowledge cannot be codified across individuals without damaging important nuances of meaning” (Carter, 1990, p. 304).
650[1 0] |a Language teacher |x Teaching.
653[0 ] |a Language teacher
653[0 ] |a Teaching.
773[ ] |t Tesol Quarterly |g Volume 51, Issue 1 March 2017.
890[ ] |a 0 |b 0 |c 0 |d 0