ERIC Number: EJ1076519
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators' Emotion, Cognition, and Activity
Golombek, Paula R.
Modern Language Journal, v99 n3 p470-484 Fall 2015
This article, grounded in a Vygotskian sociocultural perspective, details the self-inquiry of a language teacher educator who examined her "emotional dissonance" regarding her mediation of the reflection journals of a teacher learner teaching an ESL class during an internship. Data from the teacher learner's reflection journals and the teacher educator's responses were analyzed to characterize the teacher learner's approach to writing the journals and the teacher educator's written responses. The teacher learner was interviewed retrospectively about her conceptualization of and past history with journal writing, her "sense," and "perezhivanie" concerning journal writing. The analysis showed how recognizing the cause of her emotional dissonance and its effect on her mediation enabled the teacher educator to reframe her understanding of the teacher learner as a learner, and it explored the role of reflection journals in the learning-to-teach process. The article calls for a redefinition of language teacher cognition that integrates the interaction of both language teacher learner and teacher educator emotion and cognition activated in and shaped by their interactions in the learning-to-teach experience.
Descriptors: Language Teachers, Second Language Instruction, Inquiry, Self Evaluation (Individuals), Journal Writing, Reflection, English (Second Language), Internship Programs, Teacher Educators, Teacher Attitudes, Student Teachers, Interviews, Student Attitudes, Emotional Response, Learning Processes, Teaching Methods, Cognitive Processes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A