Pre-Service Teachers’ Cognition on Student Understanding in the EFL Language Classroom

The way language teachers respond to learners’ failure to internalize language may considerably vary. Some teachers may prioritize making the language in their classrooms understood in its entirety, contrary to their teacher education in which roughly-tuned input is advised rather than finely-tuned input. Considering that teachers’ practices are often influenced by their cognitions, this study set out to uncover teacher cognitions on student understanding during their teacher education. The participants were 13 pre-service EFL teachers doing their practicum at high schools in Turkey. Participants were interviewed to reveal their cognitions on student understanding. Semi-structured interview tried to uncover how they coped with failure to understand when they were learners as well as when they observed how their mentor teachers handled learner failure to understand a linguistic feature or skill. The qualitative analysis of the interviews revealed that the pre-service teachers’ cognition on student understanding is a unified construct that covers many meanings of the word understand, and consists of pre-service teachers’ beliefs and pedagogic knowledge. These findings shed light on pre-service teacher cognitions, paving the way for education curriculum.

Erişime Açık
Görüntülenme
2
22.03.2024 tarihinden bu yana
İndirme
1
22.03.2024 tarihinden bu yana
Son Erişim Tarihi
18 Mayıs 2024 13:34
Google Kontrol
Tıklayınız
Tam Metin
Tam Metin İndirmek için tıklayın Ön izleme
Detaylı Görünüm
Eser Adı
(dc.title)
Pre-Service Teachers’ Cognition on Student Understanding in the EFL Language Classroom
Yayın Türü
(dc.type)
Makale
Yazar/lar
(dc.contributor.author)
ÇELİK, Mehmet
Yazar/lar
(dc.contributor.author)
KORKUT, Perihan
Atıf Dizini
(dc.source.database)
Diğer
Konu Başlıkları
(dc.subject)
English as a Foreign Language Classroom Communication Student Understanding Pre-service Teacher Cognition
Yayıncı
(dc.publisher)
The Journal of Language Teaching and Learning
Yayın Tarihi
(dc.date.issued)
2020
Kayıt Giriş Tarihi
(dc.date.accessioned)
2020-01-17T08:38:48Z
Açık Erişim tarihi
(dc.date.available)
2020-01-17T08:38:48Z
ISSN
(dc.identifier.issn)
21461732
Özet
(dc.description.abstract)
The way language teachers respond to learners’ failure to internalize language may considerably vary. Some teachers may prioritize making the language in their classrooms understood in its entirety, contrary to their teacher education in which roughly-tuned input is advised rather than finely-tuned input. Considering that teachers’ practices are often influenced by their cognitions, this study set out to uncover teacher cognitions on student understanding during their teacher education. The participants were 13 pre-service EFL teachers doing their practicum at high schools in Turkey. Participants were interviewed to reveal their cognitions on student understanding. Semi-structured interview tried to uncover how they coped with failure to understand when they were learners as well as when they observed how their mentor teachers handled learner failure to understand a linguistic feature or skill. The qualitative analysis of the interviews revealed that the pre-service teachers’ cognition on student understanding is a unified construct that covers many meanings of the word understand, and consists of pre-service teachers’ beliefs and pedagogic knowledge. These findings shed light on pre-service teacher cognitions, paving the way for education curriculum.
Yayın Dili
(dc.language.iso)
en
Tek Biçim Adres
(dc.identifier.uri)
http://hdl.handle.net/20.500.12498/1623
Analizler
Yayın Görüntülenme
Yayın Görüntülenme
Erişilen ülkeler
Erişilen şehirler
6698 sayılı Kişisel Verilerin Korunması Kanunu kapsamında yükümlülüklerimiz ve cerez politikamız hakkında bilgi sahibi olmak için alttaki bağlantıyı kullanabilirsiniz.

creativecommons
Bu site altında yer alan tüm kaynaklar Creative Commons Alıntı-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.
Platforms