Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers

This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse the data, grounded theory design was used as a systematic data analysis process. The findings showed that prior language learning experiences, the pre-service education, the years spent as a novice teacher, institutional atmosphere, experienced colleagues in the past and all teaching experiences were the main sources of their cognition on language teaching and their cognitions were also the origin of their classroom practices. The learner profile, institutional factors including the organizational atmosphere, testing and curriculum policies, and the participants' improvisational teaching acts were the other factors shaping their practices. Finally, the study puts forward a language teacher cognition model, Clusters of Language Teacher Cognition, a figurative conceptualization which would guide researchers for further studies and policy-makers for designing the learning-to-teach processes of teachers.


Language teacher cognition, classroom practices and institutional context: a qualitative case study on three EFL teachers
Öztürk, Gökhan; Gürbüz, Nurdan; Department of English Language Teaching (2015)
This study examined the main sources of the participant EFL teachers’ cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three EFL instructors working at English preparatory programs of different state universities. The data were collected through three semistructured interviews, four classroom observations for each participant with followup stimulated recall interviews, field notes taken during the observations, reflective journals th...
Analyzing collective efficacy of preservice science teachers in science methods course
Atasoy, Volkan; Çakıroğlu, Jale; Department of Educational Sciences (2016)
This study was aimed to examine preservice teachers who work in the same group in terms of collective efficacy. The participants of this study were four preservice science teachers in third year of science teacher education program. This study was conducted in science methods course. In this course, the participants as a group were expected to prepare lesson plans according to newly learned science teaching methods during a semester. Interviews, observation, preservice teachers’ critique papers, lesson plan...
Dealing with in-class challenges: Pre-service teacher cognitions and influences
Çimen, Şeyda Selen; Daloğlu, Ayşegül (2019-01-01)
© 2019 JLLS and the Authors - Published by JLLS.This study explores cognitions of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching and the influences that shape their cognitions. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers’ cognitions. Data for this study were collected in two main stages. The first stage involved collection of the ba...
Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences
Gunes, Tugba; Yıldırım, Ali (2019-03-01)
The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam ...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship
Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01)
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Citation Formats
G. Öztürk and N. Gürbüz, “Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers,” COGENT EDUCATION, pp. 0–0, 2017, Accessed: 00, 2020. [Online]. Available: