@article{article_404645, title={Pre-service EFL Teacher Cognition: Learning to Teach English through Authentic Materials}, journal={Sakarya University Journal of Education}, volume={8}, pages={20–39}, year={2018}, DOI={10.19126/suje.404645}, author={Ökcü, Dilan and Çiftçi, Hatime}, keywords={Pre-service teachers,language teacher cognition,learning to teach,authentic materials,EFL}, abstract={<p> <span style="font-size:12pt;font-family:’Open Sans’, sans-serif;" lang="en-gb" xml:lang="en-gb">The
main purpose of this study is to investigate how pre-service EFL teachers
construct their knowledge and understanding while learning to teach through the
use of authentic materials over a 5-week training program. The methodology
involved a case study design with one Tanzanian and three Turkish pre-service
EFL teachers at Department of English Language Teaching (ELT) of a private
university in the northwest of Turkey. Drawing on qualitative research, the
study utilized various data sources including focus group interviews,
reflection papers, in-class discussions, diaries, and observation notes. The
analysis revealed four major themes that appear to have an influence on the
participants’ construction of knowledge and understanding in learning to teach
English through authentic materials: the role of micro-teaching, the role of
training, L2 learning experiences, and access to real life. The study
demonstrated that the process of pre-service teachers’ cognition of learning to
teach through authentic materials is complex and several factors are in order. </span> <br /> </p>}, number={4}, publisher={Sakarya University}