When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”
With the understanding that teacher cognition itself is ever-emergent, originating and framed by engagement with social activities (Johnson & Golombek, 2011), the current study examines one expert English as a Second Language (ESL) teacher’s micro-analysis of her classroom practices when address...
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| Format: | Article |
| Language: | English |
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Universidade Federal de Santa Catarina
2015-06-01
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| Series: | Ilha do Desterro |
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| Online Access: | https://periodicos.ufsc.br/index.php/desterro/article/view/39466 |