Two dimensions of teacher knowledge: The case of communicative language teaching

Woods, Devon
Aslantürk, Hamide
The interconnected conceptual areas of teacher knowledge and teacher beliefs (included by some authors under the rubric of teacher cognition) have been debated in the field of language education intensively for the last two decades, during which time the terminology used in the discussions has been interpreted in a variety of different ways. However, there have been limited attempts to study the way in which teacher knowledge and beliefs develop in specific cases of language teaching methodology: one area of that has not been studied is that of knowledge/beliefs of communicativeness in language teaching. This paper argues that the conceptual area referred to by the above term is multi-dimensional and dynamic. It first develops a framework which focuses specifically on two of these dimensions, a personal-impersonal dimension, and a theoretical-practical dimension. It then examines the interaction between these two dimensions in the specific case of the knowledge of communicative language teaching of six Turkish teachers of English, using the term "understandings" to refer to this dynamic phenomenon.


A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
The influences of instructional policies in intensive English programs on novice teacher cognition: Help or hindrance?
Gök, Gökçen; Yiğitoğlu, Nur; Department of English Language Teaching (2015-1)
Defined as “what teachers know, believe and think” (Borg, 2003, p. 81), teacher cognition has been a major research area in the field of language teaching in recent years. Previous research has revealed that teachers’ beliefs play an influential role in their instructional practices, suggesting significant implications for teacher education and development. Exploring L2 novice teachers’ cognition is yet a relatively neglected domain of inquiry (Borg, 2010; Farrell, 2008). In an attempt to address this gap i...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level
Öztürk, Mustafa; Yıldırım, Ali (2019-01-01)
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
Türkçe Öğretmen Adaylarının "Modernizm" Kavramına İlişkin Kullandıkları Metaforlar
Erden, Nazif Kutay (2017-1-1)
Bu çalışma “modernizm kavramını ortaya koymak, farklı disiplinlerce modernizmin nasıl algılandığını ifade etmek ve nihayetinde öğretmen adaylarının modernizm ile ilgili kullandıkları metaforları tespit etmek amacıyla yapılmıştır. Çalışma, “modernizm” gibi pek çok disiplin içerisinde yer alan kavramın, yeni nesilleri yetiştirecek öğretmen adayları tarafından ne kadar bilindiğini ortaya koyması ve öğretmen adaylarının modernizm ile ilgili neler düşündüklerini belirlemesi bakımından önem taşımaktadır. Ç...
An investigation of development of prospective elementary teachers’ knowledge to teach algebra in early grades through case discussions
Öztürk, Nejla; İşler Baykal, Işıl; Department of Mathematics Education (2021-9-3)
The purpose of this study was to investigate the development of prospective elementary teachers’ subject matter and pedagogical content knowledge for teaching algebra in elementary grades. Prospective elementary teachers attended a 5-week (10 hours) intervention as part of a method course, Teaching Mathematics I, that was designed based on case discussions. The participants of the study were nine third-year students who were enrolled in the course in the 2020-2021 fall semester as a must course of the under...
Citation Formats
D. Woods and H. Aslantürk, “Two dimensions of teacher knowledge: The case of communicative language teaching,” System, pp. 381–390, 2011, Accessed: 00, 2020. [Online]. Available: