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The Impact of Teacher Education on Teacher Cognition

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Language Teacher Cognition

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Abstract

This chapter investigates the development of pre-service teachers’ knowledge and belief as they undertake a programme of teacher education overseas. Using two cases, this chapter provides insights into the trajectory of development in pre-service teachers’ understanding, knowledge and beliefs about language teaching and learning, as well as their conceptions of themselves as teachers. This chapter documents two non-native speaker teachers develop within Zone of Free Movement and Zone of Promoted Action. The development of pre-service teacher cognition is by and large around the following four aspects, namely enhancement of the importance of linguistic knowledge, realisation and expansion of their understanding of teaching and learning, re-imagination and reconstruction of pedagogy, and constant shifts in understanding teachers’ roles.

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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). The Impact of Teacher Education on Teacher Cognition. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_7

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  • DOI: https://doi.org/10.1057/978-1-137-51134-8_7

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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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