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

Date

2011-09-01

Author

Woods, Devon
Aslantürk, Hamide

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

218
views

0
downloads

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.

Subject Keywords

Teacher knowledge, Communicative language teaching, Theoretical knowledge, Practical knowledge, Teacher beliefs, Teacher cognition, EFL, Teacher education

URI

https://hdl.handle.net/11511/33181

Journal

System

DOI

https://doi.org/10.1016/j.system.2011.07.010

Collections

Department of Basic English, Article

Suggestions

OpenMETU
Core

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...
Conceptual, structural and epistemic aspects of science teachers’ argumentation practices in the context of evolutionary theory Yeşilyurt, Ezgi; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2014) The purpose of this study was to examine conceptual, structural and epistemic aspects of science teachers’ argumentation practices and how they used conceptual knowledge to articulate their arguments at different epistemic levels in the context of evolutionary theory. This study was conducted with qualitative multiple case study research. In this respect, data were collected from four separate cases. In particular, four science teachers who taught middle school science from 5th to 8th grade were selected as...
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...

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: https://hdl.handle.net/11511/33181.