The constructs of teacher cognition and teacher identity have recently gained considerable attention in second language teacher education research for their crucial roles in understanding teacher learning. While a number of current studies have examined the contributions of both constructs, the connections between cognition and identity are yet to be fully conceptualized. This article addresses this gap by drawing on the notion of identification to examine the identity construction and cognition development of 15 student teachers in the context of a postgraduate course on pronunciation pedagogy. Questionnaires, focus group interviews, observations, and semi-structured interviews were triangulated to obtain an in-depth understanding of the complex relations between identity formation and cognition growth. Findings revealed that identity construction-manifested through imagination of self and others, engagement and investment in the course, and alignment with course content-not only had a profound impact on participants' cognition development, but that these two constructs were intertwined in a complex and reciprocal relationship, fostering the process of student teachers' learning to teach pronunciation.
A substantial number of studies have been conducted in various second language teacher education settings. Yet,
evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of
preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained
some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation
instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher
learning by first combining the findings from four research-based articles on learning to teach English pronunciation and then by
introducing a new and innovative conceptual framework that reflects effective pronunciation teacher preparation in an Australian
context.
Despite extensive research conducted into language teacher education practices and outcomes, student teachers' uptake of innovative practices is still largely unexplored. This study examined the perception of 15 graduate student teachers of a unique haptic (movement and touch) pronunciation teaching method in which they were trained. Focus group interviews, semi‐structured interviews, and weekly observations were triangulated over a period of 16 weeks to attain insights into participants' perceptions of haptic pronunciation teaching. Findings suggested that their overall view of haptic pronunciation instruction was positive, but challenges with performing the pedagogical movements and uncertainty about the method's efficacy clouded some of their perceptions. The paper concludes with a discussion about supporting student teachers in overcoming their doubts about applying innovative pedagogy.
Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.
The Mini-ICF-APP is an established instrument in social medicine, especially in the context of work ability assessment. In this study, the 13 capacity dimensions of Mini-ICF-APP were tested for its inter-rater reliability in the context of a vocational training program for persons with chronic and mental health problems in Switzerland. Also, the development of capacity impairments was investigated over the course of the long-term vocational training programs.61 training reports on chronically ill persons with mental health impairments were collected within a vocational training program in 2018–2019. Capacity impairment of the trainees were assessed at the beginning of the intervention (t0), after three months (t1) and after 6 to 9 months (t2) by a job attendant and a consultant at each of the three time points. Inter-rater reliabilities for each time point have been calculated. Development of capacity impairment over the course of the vocational training were investigated by variance analysis with repeated measurements.The inter-rater reliability increased in all 13 Mini-ICF-APP capacity dimensions over the course from t0 to t2. Spearman correlation in each capacity dimension reached sufficient values (r = 0.55*–0.97**). There was no statistically significant change of capacity impairment over the course of the vocational training. Ten capacity dimensions showed a decreasing tendency, three showed a tendency to improve capacity levels.Through repeated application and training programs the capacity raters seem to be able to improve reliability of their assessments. The phenomenon of slight increase of capacity impairments over the time may be due to the fact that context and rater’s knowledge on participants and context demands changed over the time.
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