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Teacher Cognition and Teaching Practice: Focusing on Teaching Language Forms in Elementary English Classes

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2024, 9(1), pp.1-36
  • DOI : 10.23041/jsst.2024.9.1.001
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : December 25, 2023
  • Accepted : February 28, 2024
  • Published : February 28, 2024

Kim, Jinyoung 1,  Sueung-Min Lee 2,  Son, Hyejin 3,  Hwang Injeong 4

1조암초등학교
2청주교육대학교
3창신초등학교
4청주서경초등학교

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ABSTRACT

Teachers’ cognitions comprise knowledge and beliefs necessary for teaching academic subjects, significantly impacting the planning and execution of lessons. From the perspective, this research explores the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how teachers’ cognitions influence their teaching practice and how their teaching experiences contribute to the development of their cognitions, particularly in teaching language forms in elementary English classes. The study involved 8 teachers, including pre-service teachers, with diverse academic and teaching backgrounds. This research examined their cognitions and analyzed their teaching practices, emphasizing teaching language forms at the elementary level. It also examined how their cognitions evolved through engaging in teaching practices. The primary findings revealed that, prior to commencing teaching practices, the teachers held more robust general cognitions compared to contextual ones. Concerning the impact of these cognitions on teaching practices, general cognitions were adapted into contextual ones for each lesson, generally aligning with teaching practice. However, in certain lessons, new contextual cognitions, conflicting with the general ones, were employed based on specific contextual factors such as learning contents and students’ proficiency levels. The development of cognitions through teaching practices underscored their central role in refining existing cognitions and developing new ones. This research contributes to a clear understanding of the correlation between teachers’ cogntions and their teaching practices, providing valuable insights into the development of their professional cognitions as teachers.

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