Öz
Kaynakça
- Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Öz
This paper is based on research with two groups of novice and expert teachers with and without
TEFL Certificate (Standard Licensed and Alternatively Licensed) in contexts with prescribed
methodology. It considers discord and tensions between teachers’ preformed beliefs, prior
experiences and conceptions of teaching with the contextual obligations and teaching practices
which may result in cognitive dissonance. In addition, it attempts to understand how teachers’
dispositions as indicated through teaching practices could affect them with various professional
profiles such as expertise and teaching licensure. Associated with this, the article also studies
how awareness and experience of dissonance in different teachers may be reflective of a ‘change
provoking disequilibrium’ which may affect and shift their cognition and quality of their
teaching. Cognitive Dissonance questionnaire (DARQ), class observation, and semi-structured
interviews are used to help explain to what extent teachers experience and respond to
dissonance during their field experiences and professional development.
Anahtar Kelimeler
Cognitive Dissonance Teachers’ Beliefs Teacher Cognition Teachers’ Professional Profiles
Kaynakça
- Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Haziran 2018 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 8 Sayı: 2 |