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Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers

机译：通过数据驱动模型重新定义语言教师认知：三位EFL教师的案例

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摘要

This study examined the main sources of the participant English as a foreign language (EFL) teachers’ cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse the data, grounded theory design was used as a systematic data analysis process. The findings showed that prior language learning experiences, the pre-service education, the years spent as a novice teacher, institutional atmosphere, experienced colleagues in the past and all teaching experiences were the main sources of their cognition on language teaching and their cognitions were also the origin of their classroom practices. The learner profile, institutional factors including the organizational atmosphere, testing and curriculum policies, and the participants’ improvisational teaching acts were the other factors shaping their practices. Finally, the study puts forward a language teacher cognition model, Clusters of Language Teacher Cognition, a figurative conceptualization which would guide researchers for further studies and policy-makers for designing the learning-to-teach processes of teachers.
机译：本研究审查了参与者英语作为外语（EFL）教师认知，课堂实践以及体制背景对这些做法的影响的主要来源。参与者包括三位土耳其EFL教练，在大学级别工作的英语筹备计划。通过三个半结构化访谈收集数据，具有后续刺激的召回访谈以及反思性日记条目的12小时的课堂观测。为了分析数据，接地理论设计被用作系统数据分析过程。这些研究结果表明，先前的语言学习经验，职前教育，作为新手教师，体制大气，经验丰富的同事以及所有教学经验的岁月都是他们对语言教学的认知的主要来源，他们的认知也是如此他们的课堂实践的起源。学习者概况，包括组织氛围，测试和课程政策，以及参与者的即兴教学行为，以及参与者的即兴教学行为是塑造其实践的其他因素。最后，该研究提出了语言教师认知模型，语言教师认知集群，比喻概念化，这将指导研究人员，以便进一步研究和决策者设计教师的学习过程。

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