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Language Teacher Cognition pp 87–134Cite as

Palgrave Macmillan

Teacher Cognition about Teaching and Learning

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Abstract

This chapter offers insights into the meanings of teaching and learning from participants’ perspective through analysing detailed classroom interaction. It mainly looks at how teaching a language is interpreted in action by teachers through the interactive work. It is suggested that a language classroom is a more complex learning environment where individual teachers implement their own educational values and agendas. In a language classroom, a teacher might focus on linguistic knowledge, communication skills, promoting content-integrated language learning or integrating culture knowledge in language learning. Sometimes teachers also enhance learning strategies and develop learners’ creativity and criticality.

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Authors and Affiliations

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

    Li Li

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  1. Li Li
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Cite this chapter

Li, L. (2020). Teacher Cognition about Teaching and Learning. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_4

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  • DOI: https://doi.org/10.1057/978-1-137-51134-8_4

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-51133-1

  • Online ISBN: 978-1-137-51134-8

  • eBook Packages: Social SciencesSocial Sciences (R0)

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