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@article{ART003022414},
author={Sueung-Min Lee},
title={Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level},
journal={Modern English Education},
issn={1598-0782},
year={2023},
volume={24},
pages={253-271},
doi={10.18095/meeso.2023.24.1.253}

TY - JOUR
AU - Sueung-Min Lee
TI - Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level
JO - Modern English Education
PY - 2023
VL - 24
IS - null
PB - The Modern English Education Society
SP - 253
EP - 271
SN - 1598-0782
AB - This research delves into the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how pre-service teachers’ cognitions of the communicative approach impact their teaching practices and how their teaching experiences contribute to the development of their cognitions. The study included 26 preservice teachers from a University of Education. The research examined their cognitions of the communicative approach and analyzed their teaching practices, emphasizing speaking skills at the elementary level. It also examined the impact of teaching practices on their cognitions development. The main findings revealed that, before engaging in teaching practices, pre-service teachers possessed more robust general cognitions compared to contextual cognitions. The analysis of the influence of teachers’ cognitions on their teaching practices showed that general cognitions were generally consistent with teaching practices. However, contextual cognitions, which contradicted the general ones, were applied in some lessons based on certain contextual factors. The development of cognitions through teaching practices demonstrated its pivotal role in refining general cognitions and creating new contextual cognitions. This research contributes to a clear understanding of the relationship between pre-service teachers’ cognitions and their teaching practices. It offers valuable insights into the development of their professional cognitions.
KW - pre-service teacher;teacher cognition and teaching practice;communicative approach
DO - 10.18095/meeso.2023.24.1.253
ER -

Sueung-Min Lee. (2023). Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level. Modern English Education, 24, 253-271.

Sueung-Min Lee. 2023, "Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level", Modern English Education, vol.24, pp.253-271. Available from: doi:10.18095/meeso.2023.24.1.253

Sueung-Min Lee "Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level" Modern English Education 24 pp.253-271 (2023) : 253.

Sueung-Min Lee. Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level. 2023; 24 253-271. Available from: doi:10.18095/meeso.2023.24.1.253

Sueung-Min Lee. "Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level" Modern English Education 24(2023) : 253-271.doi: 10.18095/meeso.2023.24.1.253

Sueung-Min Lee. Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level. Modern English Education, 24, 253-271. doi: 10.18095/meeso.2023.24.1.253

Sueung-Min Lee. Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level. Modern English Education. 2023; 24 253-271. doi: 10.18095/meeso.2023.24.1.253

Sueung-Min Lee. Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level. 2023; 24 253-271. Available from: doi:10.18095/meeso.2023.24.1.253

Sueung-Min Lee. "Pre-service teachers’ cognitions and teaching practices on the communicative approach at the elementary English level" Modern English Education 24(2023) : 253-271.doi: 10.18095/meeso.2023.24.1.253