Reconciling the evolving conceptualisations of language teacher cognition from an activity theory perspective

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2024-03-03 DOI:10.1080/1359866x.2024.2323927

Yue Peng

引用次数: 0

Abstract

A review of literature suggested that language teacher cognition had been used interchangeably with teachers’ knowledge and beliefs, and examined as a static entity to map out the what aspect of te...

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从活动理论角度协调不断演变的语文教师认知概念

文献综述表明，语文教师的认知与教师的知识和信念交替使用，并作为一个静态的实体进行研究，以勾勒出教师认知的哪些方面。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.