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Social Interaction and Teacher Cognition / Li Li.

By: Material type: TextTextSeries: Studies in Social Interaction : SSIPublisher: Edinburgh : Edinburgh University Press, [2022]Copyright date: ©2017Description: 1 online resource (232 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780748675746
  • 9780748675760
Subject(s): LOC classification:
  • LB2840 .L49 2017
  • LB2840 .L49 2017
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780748675760

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

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

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

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Jun 2022)