Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- 1 Teacher Identity and Good Language Teachers
- 2 Cognition and Good Language Teachers
- 3 Intercultural Awareness and Good Language Teachers
- 4 Reflection and Good Language Teachers
- 5 Teacher Autonomy and Good Language Teachers
- 6 English as a Lingua Franca and Good Language Teachers
- 7 Burnout and Good Language Teachers
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- Index
- References
2 - Cognition and Good Language Teachers
from Part I - Macro Perspectives
Published online by Cambridge University Press: 22 April 2020
Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- 1 Teacher Identity and Good Language Teachers
- 2 Cognition and Good Language Teachers
- 3 Intercultural Awareness and Good Language Teachers
- 4 Reflection and Good Language Teachers
- 5 Teacher Autonomy and Good Language Teachers
- 6 English as a Lingua Franca and Good Language Teachers
- 7 Burnout and Good Language Teachers
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- Index
- References
Summary
Chapter 2 outlines the issue of teacher cognition, particularly teachers’ beliefs, in their classroom practice. The authors argue that good language teachers are cognizant of their beliefs and align their teaching with these beliefs, and they also report on two cases of experienced teachers’ reflection on their beliefs.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 16 - 27Publisher: Cambridge University PressPrint publication year: 2020
References
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