Pre-service Teacher Cognition and Vocabulary Teaching

Macalister, John

doi:10.1177/0033688212439312

Cited by 47 publications

(54 citation statements)

References 12 publications

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“…A number of studies have been done which examined teachers' and learners' beliefs about different parts of vocabulary teaching and learning (Amiryousefi, 2015;Augustyn, 2013;Macalister, 2012;Tran, 2011). Tran (2011 investigated Vietnamese teachers' beliefs about vocabulary teaching and learning by using questionnaire.…”

Section: Previous Studies On Teachers' Beliefsmentioning

confidence: 99%

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Gilakjani¹,

Sabouri²

2017

ELT

108

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Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers' beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers' beliefs affect what they accomplish in their classroom, their attitudes, and their learner' beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners' learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers' beliefs, express sources of teachers' beliefs, and finally mention some previous studies on teachers' beliefs. The review of related literature revealed that investigating teachers' beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

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Section: Previous Studies On Teachers' Beliefsmentioning

confidence: 99%

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Gilakjani¹,

Sabouri²

2017

ELT

108

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“…Common interests in LTC, for example, center on research exploring the practical knowledge base of EFL/ESL teachers (e.g., Kayi‐Aydar, ; Mullock, ), teachers’ perceptions of their knowledge base and growth (e.g., Choy, Wong, Lim, & Chong, ; Kourieos, ), or teachers’ knowledge base for a few specific aspects of EFL/ESL teaching. For example, practical knowledge growth in communicative language teaching (CLT) is reported in Wyatt and Borg (), teachers’ PCK in reading instruction in Goldfus () and Irvine‐Niakaris and Kiely (), vocabulary teaching in Macalister (), and grammar explanation in Sanchez and Borg (). Despite the volume of work done, understanding gained so far about the “hidden side of the work” (Freeman, , p. 1) in language teaching still seems insufficient.…”

mentioning

confidence: 99%

Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education

Pang

2016

TESOL Quarterly

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“…Burns (1992) is of the opinion that teacher cognitions are beliefs that foster the adoption of didactical strategies and smooth the teaching process. Authors also link teacher cognitions to various individuals' personal attributes such as personal pedagogical systems, theories, conceptions, theoretical beliefs, images and cultural attributes (Fishbein & Ajzen, 1975;Hermans, Tondeur, van Braak, & Valcke, 2008;Korthagen & Vasalos, 2005;Macalister, 2012;Nespor, 1987;Pajares, 1992;Sang, Valcke, van Braak, & Tondeur, 2009). …”

Section: Teachers' Cognitionsmentioning

confidence: 99%

Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs: A Theoretical Review

Shahzad

Hussain

Ali

et al. 2017

EURASIA J MATH SCI T

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Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers' pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher's pedagogical beliefs. The study recommends that the teachers' cognitions i.e., teachers' pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.

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Pre-service Teacher Cognition and Vocabulary Teaching

Cited by 47 publications

References 12 publications

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature

Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education

Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs: A Theoretical Review

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