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SUMMARY:Cognition-in-interaction: A case of novice  language teachers - Pr
 ofessor Li Li (University of Exeter\, UK)
DTSTART:20240226T050000Z
DTEND:20240226T063000Z
UID:TALK212539@talks.cam.ac.uk
CONTACT:Dr. Phung Dao
DESCRIPTION:Teacher cognition has been an important agenda of language tea
 cher education in recent decades\, and it has advanced the field’s unde
 rstanding of L2 teachers’ work. Thus far\, language teacher cognition ha
 s been understood from different epistemological perspectives and research
 ed with different methodological approaches. Given that teacher cognition 
 is social and situational\, more research is needed from an emic perspecti
 ve to understand how teachers develop and renew their cognitions in their 
 professional context. This paper adopts a discursive psychological perspec
 tive on teacher cognition\, investigating novice teacher cognition using a
 pplied conversation analysis. As part of a more extensive study\, the stud
 y offers an in-depth analysis of novice Chinese EFL teachers’ thinking\,
  knowing\, understanding\, conceptualising\, and stance-taking regarding l
 anguage teaching. The teachers were recruited through a combination of con
 venience and snowball sampling strategies. The dataset includes 330 minute
 s of classroom teaching\, 217 minutes of interviews\, and 605 minutes of
  video-based guided reflection on teaching. The data revealed the key the
 me in teachers’ understanding of 1) focusing on linguistic knowledge\, 2
 ) establishing teacher authority\, and 3) developing practical pedagogical
  knowledge. The findings reveal teachers’ moment-by-moment cognition-in-
 interaction and multiple roles in facilitating learning. Substantial impli
 cations are put forward for teacher learning and teacher education.\n\nLi 
 Li is Professor of Applied Linguistics and Language Education at the Unive
 rsity of Exeter. Her research areas include teacher cognition\, 'applied' 
 conversation analysis\, social interaction\, thinking skills\, and technol
 ogy-enhanced language learning. She is the author of Language Teacher Cogn
 ition (2020)\, Social Interaction and Teacher Cognition (2017) and New Tec
 hnologies and Language Learning (2017)\, and edited Thinking Skills in Sec
 ond Language Education (2019)\, Routledge Handbook of Researching for Teac
 hing Thinking Skills (2015). She leads multiple international projects\, a
 nd the most recent projects are developing digital literacies for modern l
 anguage teachers and decolonising curriculum in higher education.\n\n
LOCATION:Room 1S3 DMB\, Faculty of Education\, University of Cambridge
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