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Interaction Analysis and Teacher Cognition

Chapter

Abstract

This chapter discusses the role of interaction in understanding cognition, in particular conversation analysis (CA) and discourse analysis are compared to propose why applied CA is useful in the study of teacher cognition. The chapter makes a strong case for conversation analysis-for-teacher cognition and discusses teacher cognition and professional discourse, as well as key constructs in CA. This chapter demonstrates how the fine-grained, ‘up-close’ analysis offered by CA provides an in-depth understanding of what teachers think in a moment-by-moment interaction in their professional context; a concept termed as ‘cognition-in-interaction’ (Li, Social interaction and teacher cognition. Edinburgh University Press, 2017a).

Keywords

Language teacher cognition Interaction Discourse analysis Conversation analysis 

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Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.Graduate School of EducationUniversity of ExeterExeterUK

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