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 |
| Subjects: | |
| Online Access: | https://periodicos.ufsc.br/index.php/desterro/article/view/39466 |
| _version_ | 1818362273970782208 |
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| author | Drew S. Fagan |
| author_facet | Drew S. Fagan |
| author_sort | Drew S. Fagan |
| collection | DOAJ |
| description | 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 addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher’s management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning. |
| first_indexed | 2024-12-13T21:29:58Z |
| format | Article |
| id | doaj.art-8bc391ce8b544b57814c4acd6ee0aea5 |
| institution | Directory Open Access Journal |
| issn | 0101-4846 2175-8026 |
| language | English |
| last_indexed | 2024-12-13T21:29:58Z |
| publishDate | 2015-06-01 |
| publisher | Universidade Federal de Santa Catarina |
| record_format | Article |
| series | Ilha do Desterro |
| spelling | doaj.art-8bc391ce8b544b57814c4acd6ee0aea52022-12-21T23:30:50ZengUniversidade Federal de Santa CatarinaIlha do Desterro0101-48462175-80262015-06-0168107509010.5007/2175-8026.2015v68n1p7523948When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”Drew S. Fagan0University of MarylandWith 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 addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher’s management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning.https://periodicos.ufsc.br/index.php/desterro/article/view/39466teacher cognitionteacher expertiseconversation analysisethnographyesl |
| spellingShingle | Drew S. Fagan When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” Ilha do Desterro teacher cognition teacher expertise conversation analysis ethnography esl |
| title | When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” |
| title_full | When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” |
| title_fullStr | When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” |
| title_full_unstemmed | When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” |
| title_short | When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment” |
| title_sort | when learner inquiries arise marking teacher cognition as it unfolds in the moment |
| topic | teacher cognition teacher expertise conversation analysis ethnography esl |
| url | https://periodicos.ufsc.br/index.php/desterro/article/view/39466 |
| work_keys_str_mv | AT drewsfagan whenlearnerinquiriesarisemarkingteachercognitionasitunfoldsinthemoment |