Teaching writing in English as a foreign language : teachers' cognition formation and reformation / Huan Zhao, Lawrence Jun Zhang.
Zhao, Huan, author.; Zhang, Lawrence Jun, author.
2022
PE1404
Available Online

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Title Teaching writing in English as a foreign language : teachers' cognition formation and reformation / Huan Zhao, Lawrence Jun Zhang.
Author Zhao, Huan, author.
ISBN 9783030999919 (electronic bk.)
3030999912 (electronic bk.)
9783030999902
3030999904
DOI https://doi.org/10.1007/978-3-030-99991-9
Published Cham : Springer, [2022]
Copyright ©2022
Language English
Description 1 online resource.
Item Number 10.1007/978-3-030-99991-9 doi
Call Number PE1404
Dewey Decimal Classification 808/.042071
Summary This book explores teachers cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtins dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers cognition formation and re-formation process suggests the highly individual nature of teachers cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed June 13, 2022).
Added Author Zhang, Lawrence Jun, author.
Series English language education (Springer (Firm)) ; v. 28.
Available in Other Form Print version: 9783030999902
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Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition
Chapter2.Defining Teacher Cognition and the Research Context
Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism
Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing
Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing
Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice
Chapter7.Conclusion.

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