Exploring language teachers’ practical knowledge about teaching reading comprehension

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

“…from the original 30 Johnson (1994) Preservice teachers' beliefs about L2 4 preservice ESL teachers enrolled in learning and teaching and their perceptions an MA in TESL course in the USA of their instructional practice Johnson (1996) A novice's perceptions of initial 1 TESOL pre-service in the USA teaching experiences Johnston & Teacher knowledge in explaining grammar 4 experienced university ESL teachers in Goettsch (2000) the USA Lam (2000) L2 teachers' reasons for using or not 10 L2 teachers (English, Spanish & French) using technology in their classrooms in Toronto MacDonald et al (2001) Influence of a course in SLA on student teachers' 55 undergraduate and postgraduate students on beliefs about English language learning BA/MSc programmes in TESOL in the UK Meijer et al (1999) Teachers' practical knowledge about 13 teachers in the Netherlands teaching teaching reading comprehension Dutch, English, Latin, French, & German Meijer et al (2001) Similarities Te a c h e r s ' models of knowledge 7 teachers of English, French, German, and (1994a;1994b) about language Spanish in state secondary schools in the UK Mok (1994) Experienced and inexperienced teachers' 12 teachers in the ESL department reflections on their work of an American university Numrich (1996) Student teachers' perceptions of their 26 novice ESL teachers enrolled in an needs during a practicum MA TESOL programme in the USA Nunan (1992) Experienced and inexperienced ESL 9 ESL teachers in Australia teachers' interactive decisions Peacock (2001) Changes in the beliefs about L2 learning 146 trainee ESL teachers in Hong Kong of trainee ESL teachers Richards & Pennington How ESL teachers coped with their 5 graduates of a 3 year BA TESL (1998) first year of teaching course in Hong Kong Richards (1996) The nature and role of the teachers' maxims ESL teachers in Hong Kong Richards (1998b) Preactive and interactive decisions of experienced 16 ESL teachers in Hong Kong and less experienced ESL teachers Richards et al (1992) The culture of teachers of 249 teachers of English in English in Hong Kong Hong Kong secondary schools Richards et al (1996) TEFL Smith (1996) The relationship between instructional decisions, 9 experienced ESL teachers in adult teachers' beliefs, and contextual factors education institutions in Canada Spada & Massey (1992) The relationship between the classroom 3 novice ESL teachers in Canada practice of novice L2 teachers and the pedagogical knowledge they obtained during teacher education Te rcanlioglu ...…”

“…its goals, procedures, strategies) that serves as the basis for his or her classroom behaviour and activities Golombek (1998) Personal practical A moral, affective, and aesthetic way of knowing knowledge life's educational situations Image A personal meta-level, organising concept in personal practical knowledge in that it embodies a person's experience; finds expression in practice; and is the perspective from which new experience is taken Johnson (1992b) Theoretical beliefs The philosophical principles, or belief systems, that guide teachers' expectations about student behaviour and the decisions they make Johnson (1994) Images General metaphors for thinking about teaching that not only represent beliefs about teaching but also act as models of action Meijer et al (1999) Practical knowledge The knowledge teachers themselves generate as aresultoftheir experiences as teachers and their reflections on these experiences. Richards (1996) Maxims Personal working principles which reflect teachers' individual philosophies of teaching Richards et al (1992) Culture of teaching The nature of teachers' knowledge and beliefs systems, their views of good teaching, and their views of the systems in which they work and their role within them Pedagogical reasoning The process of transforming the subject matter into learnable material Sendan & Roberts (1998) Personal theories An underlying system of constructs that student teachers draw upon in thinking about, evaluating, classifying, and guiding pedagogic practice Spada (1992) Specific pedagogical Knowledge related specifically to the teaching knowledge of a particular subject Woods (1996) BAK A construct analogous to the notion of schema, butemphasizing the notion that beliefs, assumptions, and knowledge are included…”

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

“…Studies at the primary, secondary, and tertiary levels have examined teachers" conceptions (e.g., Boulton-Lewis, Smith, McCrindle, Burnett & Campbell 2001;Kember 1997), teachers" perspectives (e.g., Pratt 2002), and teachers" knowledge and beliefs (e.g., Calderhead 1996;Meijer, Verloop & Beijaard 1999;Pajares 1992). Meirink, Meijer, Verloop & Bergen (2009) noted that instructors" beliefs about student learning, and subsequently the research examining them, are typically oriented toward one of two ideologies, a teacher-or subject-matter-orientation (often referred to as the "traditional" perspective), or a learner-orientation (referred to as a "reformed" perspective).…”

The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform

“…As the role of models and modelling in science is widely recognised as central in understanding the nature of science, this study specifically focused on the change of teachers' personal knowledge of teaching models and modelling in the context of the new syllabus. To this end, we focused on the personal knowledge of individual participants and, as people share similarities as well as differences (Kelly, 1955), we also looked for parallels in the knowledge of different teachers in the study (see Meijer, Verloop, & Beijaard, 1999).…”