Social Interaction and Teacher Cognition / / Li Li.

• Superior document: Title is part of eBook package: De Gruyter Edinburgh University Press Complete eBook-Package 2017
• VerfasserIn: Li, Li,
• Place / Publishing House: Edinburgh : : Edinburgh University Press, , [2022]; ©2017
• Year of Publication: 2022
• Language: English
• Series: Studies in Social Interaction : SSI
• Physical Description: 1 online resource (232 p.)
• Other title: Frontmatter --; CONTENTS --; LIST OF ABBREVIATIONS --; ACKNOWLEDGEMENTS --; INTRODUCTION --; PART A: SURVEY --; 1 LANGUAGE TEACHER COGNITION: AN OVERVIEW --; 2 APPROACHES TO THE STUDY OF TEACHER COGNITION --; 3 TEACHER COGNITION AND INTERACTION --; PART B: ANALYSIS --; 4 LEARNING TO TEACH AND PRE-SERVICE TEACHER COGNITION --; 5 DEVELOPING EXPERTISE AND IN-SERVICE TEACHER COGNITION --; 6 INTERACTIVE DECISION-MAKING AND TEACHER COGNITION --; PART C: APPLICATIONS --; 7 UNDERSTANDING PEDAGOGY --; 8 LANGUAGE TEACHER EDUCATION --; APPENDIX: TRANSCRIPTION CONVENTIONS --; REFERENCES --; INDEX
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9780748675760; 9783110781403
• DOI: 10.1515/9780748675760
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Li Li.

Investigates language teachers’ thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition – what language teachers know, think and believe – and of its relationship to teachers’ classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers’ cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts