Teacher cognition: A powerful phenomenon developing and governing habits of teaching

Year 2021, Volume: 10 Issue: 2, 178 - 194, 30.04.2021

Mustafa Öztürk

https://doi.org/10.19128/turje.801945

Cited By: 1

Abstract

Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers’ mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers’ personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.

Keywords

Teacher belief, Teacher cognition, Teacher knowledge, Teacher thinking

Öğretmen bilişi: Öğretmenlik alışkanlıklarını geliştiren ve yöneten güçlü bir olgu

Abstract

Öğretmenlik, hem bilişsel bir etkinlik hem de sosyal bir davranış olarak karmaşık bir özelliğe sahiptir; bu nedenle, öğretmenlerin sınıftaki alışkanlıklarını ve davranışsal eğilimlerini nasıl geliştirdiğini ve yönettiğini izlemek son derece önemlidir. Öğretmenlerin zihinsel yönetimi uzun süredir eğitim araştırmalarının odak noktası olmuştur, çünkü bu zihinsel yönetimin onların eylemlerini yönlendirdiği bilinmektedir. Öğretmen bilişini öğretmenlik alışkanlıklarını geliştirmek ve yönetmek için güçlü bir olgu olarak gören bu makalede, kavramsal geliştirme yaklaşımı benimsenmiş ve öğretmen bilişi tarihsel temelleri, kilit bileşenleri, kavramsal boyutları, temel kökenleri ve itici güçleriyle birlikte ele alınarak kapsamlı ve bütüncül bir alanyazın derlemesi sunulmuştur. Kırk yılı aşkın bir dönemi kapsayan deneysel ve kuramsal alanyazın üzerine inşa edilmiş bu çalışmada, öğretmen bilişinin kavramsal alanlarına ilişkin üçlü bir model ortaya konmaktadır. Öğretmenlerin kişisel ve mesleki yaşantılarını çevreleyen bağlamsal koşullardan etkilendiği için, öğretmen bilişi kavramı üç temel köken ve üç itici güç açısından yeniden değerlendirilmektedir. Bu bağlamda, makale öğretmen bilişini inşa edilme ve eyleme yönelme biçimleri açısından yeniden ele almakta ve son olarak öğretmen eğitimi için öneriler sunmaktadır.

Keywords

Öğretmen bilgi sistemi, Öğretmen bilişi, Öğretmen düşünce sistemi, Öğretmen inanç sistemi

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