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

Year 2021, , 178 - 194, 30.04.2021

Mustafa Öztürk

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

Cited By: 2

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

References

• Alzaanin, E.I. (2019). An exploratory study of the interplay between EFL writing teacher cognition and pedagogical practices in the Palestinian University Context. Arab World English Journal, 10(3), 113-132.
• Attia, M. (2014). The role of early learning experience in shaping teacher cognition and technology use. In P. Breen (Ed.), Cases on teacher identity, diversity and cognition in higher education (pp. 1-21). IGI Global.
• Ball, D.L., & McDiarmid, G.W. (1990). The subject-matter preparation of teachers. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 437-449). Macmillan.
• Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38.
• Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
• Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
• Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585-601.
• Burri, M., Chen, H., & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. The Modern Language Journal, 101(1), 128-142.
• Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). Macmillan.
• Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). Macmillan.
• Clandinin, D.J., & Connelley, F.M. (1986). Rhythms in teaching: The narrative study of teachers’ personal practical knowledge of classrooms. Teaching and Teacher Education, 2(4), 377-387.
• Clandinin, J.D., & Connelly, M.F. (1987). Teachers’ personal knowledge: what counts as personal in studies of the personal. Journal of Curriculum Studies, 19, 487-500.
• Clark, C.M., & Peterson, P.L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 255-96). Macmillan.
• Clark, C., & Yinger, R. (1977). Research on teacher thinking. Curriculum Inquiry, 7(4), 279-304.
• Cordingley, P. (2003). Research and evidence-based practice: Focusing on practice and practitioners. In L. Anderson & N. Bennett (Eds.), Developing educational leadership: Using evidence for policy and practice (pp. 104-114). Sage Publications.
• Cropanzano, R. (2009). Writing nonempirical articles for Journal of Management: General thoughts and suggestions. Journal of Management, 35, 1304-1311.
• Decker, L.E., & Rimm-Kaufman, S.E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45-64.
• Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. Croom Helm.
• Fang, Z. H. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
• Fenstermacher, G.D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 1-54.
• Feryok, A., & Oranje, J. (2015). Adopting a cultural portfolio project in teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System. The Modern Language Journal, 99(3), 546-564.
• Flores, M.A. (2018). Linking teaching and research in initial teacher education: Knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621-636.
• Ghasemi, F. (2018). Iranian EFL teacher cognition: Tracing cognitive dissonance. The Journal of Language Teaching and Learning, 8(2), 61-79.
• Gilson, L.L., & Goldberg, C.B. (2015). Editors’ comment: So, what is a conceptual paper? Group & Organization Management, 40, 127-130.
• Golombek, P.R. (2015). Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470-484.
• Gök-Kaça, G., & Yiğitoglu, N. (2017). Influences of curriculum on novice teacher cognition: Help or a hindrance? Australian Journal of Teacher Education, 42(9), 1-22.
• Grisham, D.L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers’ College.
• Gupta, R. (2004). Old habits die hard: Literacy practices of pre-service teachers. Journal of Education for Teaching, 30(1), 67-78.
• Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
• Hall, E. (2009). Engaging in and engaging with research: Teacher inquiry and development. Teachers and Teaching: Theory and Practice, 15(6), 669-81.
• Hirshcheim, R. (2008). Some guidelines for the critical reviewing of conceptual papers. Journal of the Association for Information Systems, 9, 432-441.
• Hong, N.C. (2012). Teacher cognition and grammar teaching approaches. Southeast Asia: A Multidisciplinary Journal, 12, 17-31.
• Hutner, T., & Markman, A. (2016). Department-level representations: A new approach to the study of Science teacher cognition. Science Education, 100(1), 30-56.
• Hutner, T.L., & Markman, A.B. (2017). Applying a goal-driven model of science teacher cognition to the resolution of two anomalies in research on the relationship between science teacher education and classroom practice. Journal of Research in Science Teaching, 54(6), 713–736.
• Johnson, K.E. (1994). The emerging beliefs and instructional practices of pre-service ESL teachers. Teaching and Teacher Education, 10(4), 439-452.
• Kagan, D. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27, 65-90.
• Karimi, M. & Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers’ pedagogical knowledge base through expert mentoring initiatives. System, 65, 38-48.
• Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
• Leinhardt, G., & Smith, D. A. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
• Li, L. (2017). Social interaction and teacher cognition. Edinburgh University Press.
• Li, L. (2020). Language teacher cognition: A sociocultural perspective. Palgrave Macmillan.
• Lim, S. (2016). Learning to teach intelligible pronunciation for ASEAN English as a Lingua Franca: A sociocultural investigation of Cambodian pre-service teacher cognition and practice. RELC Journal, 47(3), 313-329.
• Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.
• McAlpine, L., Weston, C., Timmermans, J., Berthiaume, D., & Fairbank-Roch, G. (2006). Zones: Reconceptualizing teacher thinking in relation to action. Studies in Higher Education, 31(5), 601-615.
• McCutchen, D., Abbott, R.D., Green, L.B., Beretvas, S.N., Cox, S., Potter, N.S., … Gray, A.L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.
• Meijer, P.C., Verloop, N., & Beijard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching & Teacher Education, 15, 59-84.
• Mohammadabadi, A.M., Ketabi, S., & Nejadansari, D. (2019). Factors influencing language teacher cognition: An ecological systems study. Studies in Second Language Learning and Teaching, 9(4), 657-680.
• Moreland, J., Jones, A., & Northover, A. (2001). Enhancing teachers’ technological knowledge and assessment practices to enhance student learning in technology: A two-year classroom study. Research in Science Education, 31, 155-176.
• Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451-467.
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
• Ng, W., Nicholas, H., & Williams, A. (2009). School experience influences on pre-service teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278-289.
• Ngo, X.M. (2018). A sociocultural perspective on second language writing teacher cognition: A Vietnamese teacher's narrative. System, 78, 79-90.
• Öztürk, M., & Yıldırım, A. (2015). English as a Foreign Language instructors’ cognitions on language learning processes and factors affecting those cognitions. Education and Science, 40(182), 171-192.
• Öztürk, M., & Yıldırım, A. (2019). Relationships between foreign language teachers’ cognitions and actions: Evidence from instructors at tertiary-level. Hacettepe University Journal of Education, 34(1), 145-159.
• Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Ponte, P., Ax, J., Beijaard, D., & Wubbels, T. (2004). Teachers’ development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education, 20, 571-588.
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.) (pp. 102-119). Macmillan.
• Shavelson, R.J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgements and behaviours. Review of Educational Research, 51(4), 455-98.
• Short, J. (2009). The art of writing a review article. Journal of Management, 35, 1312-1317.
• Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Sternberg, R.J. (1997). Thinking styles. Cambridge University Press.
• Sun, C., Wei, L., & Young, R.F. (2020). Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods. Language Teaching Research, 1-29. https://doi.org/10.1177/1362168820903010
• Thomas, J.A., & Pedersen, J.E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs? School Science and Mathematics, 103(7), 319-330.
• Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). Macmillan.
• Todd, M., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final-year social science students. Assessment & Evaluation in Higher Education, 29(3), 335-355.
• Verloop, N., Van Driel, J., & Meijer, P.C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
• Walsh, R., & Wyatt, M. (2014). Contextual factors, methodological principles and teacher cognition. Studies in Second Language Learning and Teaching, 4, 693-718.
• Wenden, A. (1999). An introduction to meta-cognitive knowledge and beliefs in language learning: Beyond the basics [Special Issue]. System, 27, 435-441.
• Whetten, D.A. (1989). What constitutes a theoretical contribution? The Academy of Management Review, 14, 490-495.
• Woods, D. (1996). Teacher cognition in language teaching. Cambridge University Press.
• Zeichner, K.M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions: Research on teachers’ thinking and practice (pp. 9–27). The Falmer Press.
• Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1), 73-81.