教师认知:考察教师在语言教育中的心理生活

Chiara Bruzzano
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引用次数: 2

摘要

本文回顾了教师认知领域的相关文献,研究教师的心理结构和实践,特别关注外语和第二语言教师。鉴于教师认知作为研究教师的框架被广泛采用,本综述旨在为研究人员提供一个起点,以考虑该领域的演变及其未来方向。从这篇综述中可以明显看出,最初基本上是以认知为导向的努力,旨在了解教师的思想,现在已经演变为本质上是社会文化性质的研究,将教师的认知和实践视为复杂的,嵌入在背景中。因此,本文分析了调查信仰和知识基本结构的研究,并讨论了此类研究的某些局限性,同时考察了该领域新兴和有前途的教师身份和情感主题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher cognition: examining teachers’ mental lives in language education
This paper reviews the literature pertaining to the field of teacher cognition, which investigates the mental constructs and the practices of teachers, with a particular focus on teachers of foreign and second languages. Given the wide uptake of teacher cognition as a framework for researching teachers, this review is meant to provide a starting point for researchers to take account of the evolution of the field and its future directions. As is evident from this review, what was initially substantially a cognitively-oriented endeavour, aiming to understand what teachers held in their minds, has now morphed into research that is essentially sociocultural in nature, viewing teachers’ cognitions and practices as complex and embedded in context. This paper thus analyses research investigating the fundamental constructs of beliefs and knowledge and discusses certain limitations of such research, while examining the field’s main emerging and promising themes of teacher identity and emotions.
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