Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise

Zheng, Yao; Yu, Shulin; Liu, Chunhong; Jiang, Lianjiang

doi:10.1016/j.system.2022.102870

Cited by 9 publications

(1 citation statement)

References 71 publications

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“…The teacher professional competence that has a significant influence on teacher quality is personality competence (Ayyildiz & Yilmaz, 2021;Zola & Mudjiran, 2020). Teacher personality competences have been shown to have a significant contribution in improving the ability to control teaching materials, the ability to manage learning, and the commitment to doing a good job (Zheng et al, 2022). The teacher's personality also influences the quality of education that students receive.…”

Section: Introductionmentioning

confidence: 99%

Expectations and Reality Regarding Teacher Personality: Perspectives of Indonesian Students Using Importance-Performance Analysis

Afdal

Hidayah

Budiman

et al. 2023

IJLTER

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The purpose of this study was to describe the personality of teachers in Indonesia using an analysis of students who aspire to continue their education in educational study programs in Indonesia. The research sample consisted of 1994 students, of which 668 were male and 1326 female students enrolled in several majors, such as science, social studies, language, religion, and others. Respondents were obtained through purposive sampling. Attributes and latent constructs were classified using importance-performance analysis (IPA). The results of the study indicate that there are three personality traits that need to be improved by teachers, namely being supportive, caring, and sensitive to problems. Male respondents identified seven personality traits on the priority scale that need to be improved. That is, teachers need to be communicative, broad-minded, diligent, calm, objective, authoritative, and up to date. Furthermore, female respondents indicated five personality items on the priority scale that need to be improved. That is, teachers need to be trained, communicative, diligent, responsive, and not careless. These findings can be used as input for teachers to be able to improve their personality competence. It can also become a reference for students to be able to ensure that they have a positive personality as one of the competences that prospective teachers must possess. This research forms the basis for initial considerations for counselors to provide guidance and counseling services, especially in career planning, for students who consider becoming educators as a future career.

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Section: Introductionmentioning

confidence: 99%

Expectations and Reality Regarding Teacher Personality: Perspectives of Indonesian Students Using Importance-Performance Analysis

Afdal

Hidayah

Budiman

et al. 2023

IJLTER

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Teacher Cognition and Language Teaching

Borg

2023

The Encyclopedia of Applied Linguistics

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This entry provides a broad introduction to language teacher cognition, which is a field of study concerned with understanding all facets of the nonobservable dimension of teaching, such as teachers' beliefs, knowledge, attitudes, feelings, and decision‐making. This domain of research is also concerned with the origins and development of teacher cognition and about its relationship with how teachers develop and what they do in the classroom. After emerging in the mainstream educational literature in the 1980s, teacher cognition gained profile in language teaching in the mid‐1990s and since then has become an established area of study. It is now accepted that language teachers' cognitions have clear implications not only for their development but also for their classroom practices and for initiatives, such as curriculum reform efforts, that seek to bring about changes in educational practice. A significant volume of language teacher cognition research now exists and key broad conclusions from this work are summarized here. The practical implications of this research for language teacher education, development, and change more generally are also outlined. The entry also argues that continuing work is needed to ensure that such implications are more fully understood and acted on by teacher educators and curriculum reformers worldwide.

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The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

Shan

Yang

2023

Assessing Writing

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Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise

Cited by 9 publications

References 71 publications

Expectations and Reality Regarding Teacher Personality: Perspectives of Indonesian Students Using Importance-Performance Analysis

Expectations and Reality Regarding Teacher Personality: Perspectives of Indonesian Students Using Importance-Performance Analysis

Teacher Cognition and Language Teaching

The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

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