Simon Borg

TL;DR: This article reviewed 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.

TL;DR: A Framework for Studying Language Teacher Cognition References Index as mentioned in this paper is based on the origins of teacher cognition research and the Cognitions of Pre-service and In-service Language Teachers.

TL;DR: This paper examined the tension in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey and found that teachers' practices in teaching grammar were at odds with specific beliefs about language learning, at another level, these same practices were consistent with a more generic set of beliefs about learning.

TL;DR: This article found that language teachers are seen to be distinctive in terms of the nature of the subject, the content of teaching, the teaching methodology, teacher-learner relationships, and contrasts between native and non-native speakers.

TL;DR: This paper examined the impact of an intensive eight-week in-service teacher education program in the UK on the beliefs of six English language teachers and found that teachers experienced shifts in prior beliefs they held about aspects of language teaching and learning.