Contextual factors, methodological principles and teacher cognition
نویسندگان
چکیده
منابع مشابه
Agentive and Contextual Factors Affecting Metaphorical Cognition
According to contemporary theories of cognition, the process of metaphorical interpretation is conceived of as a 'mapping' from a source domain to a target domain. The author of this paper believes, in contrast, that this process of mapping does not take place in a vacuum, but rather is influenced by both agentive and contextual factors. By the agentive factors of metaphorical cognition, she re...
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Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have...
متن کاملteacher cognition and personal beliefs: a harmonious mismatch?
some engravings are meant to be adored and some possibly abhorred. teacher cognition, as a meant-to-be-praised engraving, is defined by borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what teachers know, believe, and think.” this concept in teaching has recently gained momentum meaning that teachers learn so much about their teaching through the vast experience they have...
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A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macroscaffolding. This paper reports on research carried ou...
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Whereas findings from recent research highlight the importance of teacher quality in improving students’ academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not wellunderstood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research – especi...
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ژورنال
عنوان ژورنال: Studies in Second Language Learning and Teaching
سال: 2014
ISSN: 2084-1965,2083-5205
DOI: 10.14746/ssllt.2014.4.4.6