This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

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Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Reflective Teaching in Second Language Classrooms

Training Foreign Language Teachers: A Reflective Approach

Part I. Research Issues in Second Language Teacher Education: 1. The Unstudied Problem: Research in learning to teach second languages Part II. Studies of Teacher Decision-Making: 2. Teacher decision-making in the adult ESL classroom 3. Starting all over again: From teaching adults to teaching beginners Part III. Narrative Studies: 4. I'm not typical: Stories of becoming a Spanish teacher 5. Learning to teach together teaching to learn together 6. The language learner's autobiography: Examining the apprenticeship of observation Part IV. Language and Discourse-Based Studies: 7. What's in a Methodology? 8. The role of collaborative dialogue in teacher education 9. Renaming experience/reconstructing practice: Developing new understandings of teaching Part V. Teacher Learning: The Preservice Experience: 10. Learning How to Teach: a case study of teachers in the RSA Cert. 11. Student foreign language teachers' knowledge growth 12. multicultural Classrooms and cultural communities of teachers Part VI. Teacher Learning: In-School Practice: 13. The vision vs. the reality: the tensions of the TESOL practicum 14. Towards reflective teaching: curriculum development and action research Part VII. Teacher Learning: Specific Teacher Education Interventions: 15. Learning how to teach ESL writing 16. When input becomes intake: tracing the sources of teachers' attitude change 17. Theorizing from practice: case studies of training ESL teachers through structural reflection.

Teacher learning in language teaching=语言教学中的教师进修

Video viewing in teacher education and professional development: A literature review

From observed lessons and subsequent interviews and elicitation procedures, 18 experienced teachers of ESL to adults and children in an Australian context described their classroom practices and explained these in relation to the underlying language teaching principles that they saw as guiding their work. The purpose of the study was to discover the meanings the teachers gave to their classroom work in terms of the particular relationships they identified between practice and principle. Despite being undertaken within a particular teaching situation, the study revealed both individual and group diversity in the practices they adopted and in their underlying principles. In addition, a practice widely adopted across the group appeared to be based upon diverse principles, just as a single principle that was commonly shared among the teachers was associated by them with a wide range of practices. Closer examination of the whole group data, however, revealed a particular pattern in the links that the teachers made between principles and practices. The complex relationships uncovered in the study between thinking and action in the work of experienced language teachers have implications for curriculum innovation, teacher education, and for language classroom research.

Making Sense of Language Teaching: Teachers' Principles and Classroom Practices

Mapping the Territory--Primary Students with Learning Difficulties: Literacy and Numeracy. Volume 3: Case Studies

Mapping the territory: Primary students with learning difficulties: Literacy and numeracy

This paper reports the findings of an Australia-wide survey conducted as part of a national teacher education research project that explored the preparation of teachers to teach literacy and numeracy in Australian schools (Louden, Rohl, Gore, Greaves, McIntosh, Wright, Siemon and House, 2005) 1. The project included various phases of inquiry, beginning with a desk audit of teacher education program characteristics and an international literature review (Gore and Griffiths, 2002), that drew on literature published in English in the last few decades. The issues identified in the literature review guided the construction of a set of national focus groups that targeted early years, primary and secondary teachers and teacher educators. Data from the focus groups informed three nationally representative questionnaire surveys, the purpose of which was to determine the preparedness of new graduates to teach literacy and numeracy to a range of school students. A survey was designed for each of the following three groups: senior school staff, primary beginning teachers and secondary beginning teachers.

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Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

Often research into classroom teaching ignores teachers’ perspectives on the practices they implement in their lessons. This paper reports research that describes and classifies actual teaching practices used by 18 ESL teachers in Australian classrooms. The data were collected through observations of three lessons and subsequent interviews with each teacher. Almost 300 individual practices were identified, a large proportion of which appeared similar but were described in different terms by the teachers. Evidence showed that teachers of child ESL students and teachers of adult ESL learners shared some common sets of practices but also differed in the teaching practices they used in their lessons and thus confirmed that indeed the age of the learners does make a difference to what language teachers do in their classrooms. Some differences were also found in the practices of teachers with varying lengths of ESL teaching experience. There were also differences in practices between those teachers who had experience of learning other languages as compared with those who did not.

Marion Milton

Papers

Making Sense of Language Teaching: Teachers' Principles and Classroom Practices

Mapping the Territory--Primary Students with Learning Difficulties: Literacy and Numeracy. Volume 3: Case Studies

Mapping the territory: Primary students with learning difficulties: Literacy and numeracy

Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey

Teaching English as a Second Language to Children and Adults: Variations in Practices.