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Teacher Cognition and Interactive Decision-Making

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Language Teacher Cognition

Abstract

This chapter focuses on critical moments in teaching and explores how teachers make their interactive decisions (Tsui, Understanding expertise in teaching. New York: Cambridge University Press, 2003) by carefully scrutinizing classroom interaction. Because of the significance of teachers’ interactive decisions, this chapter explicates what knowledge is activated and how teachers use it in making decisions about their day-to-day and moment-to-moment activities. Based on Li (Social interaction and teacher cognition. Edinburgh University Press, 2017a), this chapter discusses possible explanations for teachers to make interactive decisions, including (1) unexpected or dispreferred contribution from students; (2) task difficulty level; (3) claim of insufficient knowledge; and (4) emerging learning opportunities.

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Authors and Affiliations

  1. Graduate School of Education, University of Exeter, Exeter, UK

    Li Li

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  1. Li Li
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Correspondence to Li Li .

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Li, L. (2020). Teacher Cognition and Interactive Decision-Making. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_5

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  • DOI: https://doi.org/10.1057/978-1-137-51134-8_5

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-51133-1

  • Online ISBN: 978-1-137-51134-8

  • eBook Packages: Social SciencesSocial Sciences (R0)

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