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 | | Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics) by Devon Woods ISBN-10: 9780521497008 ISBN-10: 0-521-49700-0 ISBN-13: 9780521497008 ISBN-13: 978-0-521-49700-8 Hardcover 1996-06-13 Cambridge University Press Find Lowest Price |
Editorials | ||
Product Description This book is an examination of how and what teachers think in their practice of language teaching. It looks at the planning practices of teachers, both in preparation for the classroom and during the moment-by-moment decision-making that occurs in the classroom. It also looks at teachers' interpretive processes, that is how they interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates the role that these play in the decision-making process. This is an important contribution to the developing perspective in education of teachers as being actively involved in constructing a personal and workable theory of teaching and the learning/teaching experience as an interactive, dynamic process. | ||
Book Description This book describes an ethnographic study examining teachers' decision-making and planning as preparation for the classroom, and their perceptions and interpretations of classroom events in the light of their prior knowledge, beliefs, goals and plans. | ||
Reviews | ||
review of Woods, D. 1996. Teacher Cognition ... I read this book as part of an MA assignment I did on teacher beliefs. I enjoyed the book so much that I got really interested in the development of teacher beliefs and I decided to do my doctoral dissertation in the area of teacher cognition. The book is really well-writeen and nicely strycured. It reports on a study conducted by Woods examining teacher planning and decision making in relation to teachers' beliefs. One of its main strengths is that the author reflects on the research process and identifies problem areas and limitations. The analysis of the qualitative data is nicely backed up by the relevant literature and I particularly enjoyed the final chapter because it discusses the theoreticla and practical implicatiosn of the findings. A really good book for anyone interested int he area of teacher cognition and development. | ||