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Teacher Cognition and Teacher Education

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Language Teacher Cognition

Abstract

This chapter builds on the analyses in the previous chapters to discuss the implications of teacher cognition in teacher learning. The key message of this chapter is teacher cognition that is a process of social construction and negotiation, and the aim of language teacher education is not to develop ‘best’ teachers but ‘empower’ individual teachers by understanding their practice in ‘live’ contexts. It is therefore crucial to recognise teacher learning as an ongoing process where reflection can play a significant role. This chapter focuses on three strands: teacher education and development, pedagogy and teacher knowledge.

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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 Teacher Education. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_9

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  • DOI: https://doi.org/10.1057/978-1-137-51134-8_9

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