Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study
Over the last three decades, Second Language Teacher Cognition (SLTC) and the factors affecting teachers’ cognitive patterns have turned into one of the concerns within the realm of Second Language Teacher Education (SLTE). The inconsistency of the findings concerning the role of teacher education c...
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2022-06-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_14979_f9189cf7483a55473d0760a59671986b.pdf |
| _version_ | 1797378209709293568 |
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| author | Homa Jafarpour Mamaghani Seyyedeh Fahimeh Parsaiyan |
| author_facet | Homa Jafarpour Mamaghani Seyyedeh Fahimeh Parsaiyan |
| author_sort | Homa Jafarpour Mamaghani |
| collection | DOAJ |
| description | Over the last three decades, Second Language Teacher Cognition (SLTC) and the factors affecting teachers’ cognitive patterns have turned into one of the concerns within the realm of Second Language Teacher Education (SLTE). The inconsistency of the findings concerning the role of teacher education courses in bridging the gap between theory and practice has highlighted the need for exploring new techniques to encourage teacher reflection and cognitive development. In line with this perceived need, in the present qualitative study, seven researcher-designed Problem-Based Teaching Scenarios (PBTS) were assigned to seven TEFL students to explore the cognitive patterns recurring in their responses. Besides, their transformation while generating practical pedagogical solutions to the posed problems were traced over the course of study. The analysis of the data collected through the PBTSs and a structured electronic interview revealed a number of cognitive patterns including thinking within the boundaries of the prior language learning experience, educational culture, teaching experience, and pedagogical content knowledge. Furthermore, three main cognitive changes namely, moving from not fully grasping the problem to providing well-ordered solutions, from imitating to partially reflecting, and from prescribing to describing were observed. It is hoped that the findings have pedagogical and practical implications for SLTE instructors, curriculum designers, materials developers, and researchers. |
| first_indexed | 2024-03-08T20:04:26Z |
| format | Article |
| id | doaj.art-d052fcda032a4c0f80ba4c8472b96eac |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:26Z |
| publishDate | 2022-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-d052fcda032a4c0f80ba4c8472b96eac2023-12-23T10:47:45ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942022-06-0111135939010.22054/ilt.2022.65663.67314979Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based StudyHoma Jafarpour Mamaghani0Seyyedeh Fahimeh Parsaiyan1Department of English, Qazvin Branch, Islamic Azad University, Qazvin, Iran.Department of English, Faculty of Literature, Alzahra University, Tehran, IranOver the last three decades, Second Language Teacher Cognition (SLTC) and the factors affecting teachers’ cognitive patterns have turned into one of the concerns within the realm of Second Language Teacher Education (SLTE). The inconsistency of the findings concerning the role of teacher education courses in bridging the gap between theory and practice has highlighted the need for exploring new techniques to encourage teacher reflection and cognitive development. In line with this perceived need, in the present qualitative study, seven researcher-designed Problem-Based Teaching Scenarios (PBTS) were assigned to seven TEFL students to explore the cognitive patterns recurring in their responses. Besides, their transformation while generating practical pedagogical solutions to the posed problems were traced over the course of study. The analysis of the data collected through the PBTSs and a structured electronic interview revealed a number of cognitive patterns including thinking within the boundaries of the prior language learning experience, educational culture, teaching experience, and pedagogical content knowledge. Furthermore, three main cognitive changes namely, moving from not fully grasping the problem to providing well-ordered solutions, from imitating to partially reflecting, and from prescribing to describing were observed. It is hoped that the findings have pedagogical and practical implications for SLTE instructors, curriculum designers, materials developers, and researchers.https://ilt.atu.ac.ir/article_14979_f9189cf7483a55473d0760a59671986b.pdfcognitive changecognitive patternsecond language teacher cognitionproblem-based teaching scenariosecond language teacher education |
| spellingShingle | Homa Jafarpour Mamaghani Seyyedeh Fahimeh Parsaiyan Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study Issues in Language Teaching cognitive change cognitive pattern second language teacher cognition problem-based teaching scenario second language teacher education |
| title | Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study |
| title_full | Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study |
| title_fullStr | Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study |
| title_full_unstemmed | Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study |
| title_short | Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study |
| title_sort | exploring changes in tefl candidates recurring cognitive patterns a scenario based study |
| topic | cognitive change cognitive pattern second language teacher cognition problem-based teaching scenario second language teacher education |
| url | https://ilt.atu.ac.ir/article_14979_f9189cf7483a55473d0760a59671986b.pdf |
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