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Palgrave Macmillan
Book cover

Language Teacher Cognition

A Sociocultural Perspective

  • Book
  • © 2020

Overview

Authors:
  1. Li Li

    1. Graduate School of Education, University of Exeter, Exeter, UK

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  • Investigates what teachers know, think, believe and do in their professional contexts through ‘applied’ conversation analysis
  • Examines what teaching and learning means to teachers through the lens of sociocultural theory
  • Presents suggestions for language teacher education and development

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xx
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  2. Introduction to the Book

    • Li Li
    Pages 1-17

  3. Sociocultural Theory and Teacher Cognition

    • Li Li
    Pages 19-50

  4. Interaction Analysis and Teacher Cognition

    • Li Li
    Pages 51-85

  5. Teacher Cognition about Teaching and Learning

    • Li Li
    Pages 87-134

  6. Teacher Cognition and Interactive Decision-Making

    • Li Li
    Pages 135-164

  7. Teacher Cognition about the Use of Technology

    • Li Li
    Pages 165-202

  8. The Impact of Teacher Education on Teacher Cognition

    • Li Li
    Pages 203-239

  9. Teacher Cognition and Identity

    • Li Li
    Pages 241-275

  10. Teacher Cognition and Teacher Education

    • Li Li
    Pages 277-312

  11. Back Matter

    Pages 313-353
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Keywords

About this book

This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what teachers know, think, believe and do in their professional contexts through ‘applied’ conversation analysis. The author examines what teaching and learning mean to teachers by analyzing the interactional work they do with their students, considering when and why teachers make interactive decisions as well as how they utilize new technological tools to address their pedagogical objectives. After discussing how teachers construct identities and display emotions in the classroom, she presents suggestions for language teacher education and development, pedagogy improvement and teacher knowledge. This book will be of interest to language teachers and teacher trainers, as well as students and scholars of applied linguistics and sociocultural theory.

Authors and Affiliations

  • Graduate School of Education, University of Exeter, Exeter, UK

    Li Li

About the author

Li Li is Senior Lecturer at the Graduate School of Education in the University of Exeter, UK. Her research interests include language teacher cognition, classroom discourse, developing thinking skills and the use of new technologies in language learning. She is the author of Social Interaction and Teacher Cognition (2017) and New Technologies and Language Learning (2017). 

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