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Teacher Cognition and Identity

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Language Teacher Cognition

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Abstract

Teacher identity and role are important in effective teaching (Richards, Applied Linguistics, 27, 51–77, 2006) as teachers are the most critical player in deciding what learning is and what resources are brought into learning. For a long time, teachers are assumed with one professional identity, and little has been explored about the different identities they assume in their interactions with learners (Li, Social interaction and teacher cognition. Edinburgh University Press, 2017a; Gray & Morton, Social interaction and teacher identity. Edinburgh University Press, 2018). In this chapter, different identities are explored through teachers’ talk with their intercalants, learners, such as developing practical knowledge, making investment, emotions, agency to exercise powers, imagined and practised identity, and language-related identities.

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  1. Graduate School of Education, University of Exeter, Exeter, UK

    Li Li

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Li, L. (2020). Teacher Cognition and Identity. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_8

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  • DOI: https://doi.org/10.1057/978-1-137-51134-8_8

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