Beschreibung
While there is a difference between planned versus observable teaching practice, teacher cognition is extremely influential during lesson planning. All things equal, teachers provide different classroom experiences for their learners as teacher cognition influences the activities they select and plan for. Furthermore, the intended impact of educational policy can be determined by teachers and their beliefs about implementing these policies. As a result, the success of any curriculum is partly determined by teacher beliefs. The aim of this research is to explore how teacher cognition effects lesson planning for very young learners in an EFL context.The research was done in Sabadell, Spain as part of the final research project for the University of Southern Queensland's Master of Applied Linguistic's Program, conducted in May 2016.
Autorenporträt
Shay has worked internationally in EFL as a teacher, trainer, consultant and director of studies for 17 years. Her interests are young learners, teacher training, and curriculum design. She is a member of the IATEFL YLT and TTEd SIGs, and TESOL-Spain. She holds the Trinity CertTESOL, a BA in Psychology and an MA in Applied Linguistics.
Herstellerkennzeichnung:
BoD - Books on Demand
In de Tarpen 42
22848 Norderstedt
DE
E-Mail: info@bod.de
