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:: Volume 20, Issue 1 (4-2017) ::
IJAL 2017, 20(1): 185-217 Back to browse issues page
Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum
Zohreh Shooshtari , Kioumars Razavipur , Azimeh Takrimi
Shahid Chamran University of Ahvaz
Abstract:   (813 Views)
Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees’ thoughts, beliefs, and cognitions are not identified in the first place. This study was an attempt to identify the cognitions of EFL pre-service teachers and trace possible changes expressed by the candidates. Through a convenient sample of 64 pre-service teachers studying at three teacher training colleges in Iran, this mixed -methods exploration utilized a teacher cognition questionnaire and interview techniques. Results of the cognition questionnaire indicated that many of the candidates’ cognitions were still in need of adjustments. Also, the content analysis of the interviews revealed that the candidates’ attempts during the practicum revolved mostly around challenging debilitating beliefs, developing a sense of professional agency, managing stress, and resolving tensions between contradicting beliefs. Findings suggest that the trainees’ prior experiences as language learners exerted a very influential effect on their cognitions and also their attempts to refine those cognitions.
Keywords: Pre-service Language teachers, Cognitions, Cognition refinements, ALACT model
Full-Text [PDF 600 kb]   (258 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/08/9 | Accepted: 2017/01/2 | Published: 2017/01/24
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Shooshtari Z, Razavipur K, Takrimi A. Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum . IJAL. 2017; 20 (1) :185-217
URL: http://ijal.khu.ac.ir/article-1-2768-en.html


Volume 20, Issue 1 (4-2017) Back to browse issues page
Iranian Journal of Applied Linguistics
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