Teacher Cognition of Creativity in Primary EFL Classrooms

Fan, Xuying; Li, Li

doi:10.4324/9781315098920-10

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…Creativity in language teaching is increasingly recognized for its potential to help learners to develop the higher-order thinking skills deemed important for learning in the 21 st century (Fan & Li, 2020). However, teachers of English as a Foreign Language (EFL) in Thailand widely use commercial English language books and their contents as the only teaching material or a starting point for their lessons rather than the expected learning outcomes for students as identified in the national curriculum (Ishihara & Paller, 2017).…”

Section: Rationale Of the Studymentioning

confidence: 99%

“…There are various methods for upgrading the knowledge and skills of teachers such as training programs, seminars, knowledge-sharing forums, training courses abroad, and study trips to observe teaching systems of different international schools, inclusive schools, etc. (Fan & Li, 2020). However, it is generally agreed that the most appropriate way to develop teachers' knowledge and skills is to provide them with training on a regular and systematic basis.…”

Section: Rationale Of the Studymentioning

confidence: 99%

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The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

Mejang¹,

Suksawas²

2021

ELT

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This study examines the impact of a teacher-training program on the development of teachers’ knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers’ participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers’ satisfaction with the training program, and an observation form of the teachers’ level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants’ post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.

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Section: Rationale Of the Studymentioning

confidence: 99%

Section: Rationale Of the Studymentioning

confidence: 99%

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

Mejang¹,

Suksawas²

2021

ELT

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“…Therefore, to help clarify the concepts, Borg (2003; elaborated on different terminologies and finalized the definition of teacher cognition as the overarching term for all cognitive constructs in teachers' mental worlds. The cognitive bases, encompassing teacher knowledge, beliefs, thinking, conceptions, attitudes, assumptions, principles, and decision-making, constitute the whole picture of teachers' cognition for teachers to draw on when performing classroom practices (Fan & Li, 2019;Zhu, 2017). Having noticed the impact of experiential factors on mediating the relationship between teacher cognition and their practices, Borg further claimed that this construct is "defined and refined on the basis of educational and professional experiences throughout teachers' lives" (Borg, 2015, p.35).…”

Section: Debates On the Definition Of Teacher Cognitionmentioning

confidence: 99%

A 30-year Perspective of Bibliometric Analysis on Teacher Cognition: Toward Teacher Development

Feifei,

Abdullah

2023

INT J INSTRUCTION

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Teacher cognition, the system of teachers' mental lives, has a great impact on teachers' instructional practices and professional development. However, a comprehensive exploration into the overall scholarship in the teacher cognition field through a bibliometric lens is lacking. By using VOSviewer1.6.16, this bibliometric analysis aims to profile the research landscape on teacher cognition by identifying the development trajectory, country contributions and collaborations, the most productive authors and journals, and the research foci based on 440 documents retrieved from the Scopus database . The findings indicate progressive growth in the publication trend on teacher cognition, especially in the last decade. The publications are mainly geographically distributed in the United States, China, and the United Kingdom. The United States leads others in terms of contribution and collaboration. Borg S., Feryok A., and Johnson K.E. emerged as the most productive authors, and System, Language Teaching Research and Teaching and Teacher Education the most prolific journals. The topical foci identified are (1) language teachers' cognition from a sociocultural perspective, (2) teacher professional development, (3) teacher education and English as a Foreign Language (EFL) teachers' cognition, (4) novice ESL teachers' cognition, (5) teacher beliefs and teaching practices. It is concluded that teacher cognition, especially language teacher cognition has grown into a well-established and crossperspective field of study and it will conceivably remain a promising subject.

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Breaking the Stereotypes

Fan

2021

Advances in Early Childhood and K-12 Education

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Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL classrooms. The key finding reveals the use of silence as an opportunity to promote thinking, whereas challenges, such as insufficient pedagogical knowledge, are also identified from classroom interaction. Pedagogical suggestions are put forward for teacher educators and teachers in the field of language education.

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Teacher Cognition of Creativity in Primary EFL Classrooms

Cited by 3 publications

References 1 publication

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

A 30-year Perspective of Bibliometric Analysis on Teacher Cognition: Toward Teacher Development

Breaking the Stereotypes

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