ERIC Number: EJ885940
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: N/A
Language Teacher Cognitions: Complex Dynamic Systems?
System: An International Journal of Educational Technology and Applied Linguistics, v38 n2 p272-279 Jun 2010
Language teacher cognition research is a growing field. In recent years several features of language teacher cognitions have been noted: they can be complex, ranging over a number of different subjects; they can be dynamic, changing over time and under different influences; and they can be systems, forming unified and cohesive personal or practical theories. However, as yet there is no single theoretical framework for studying language teacher cognitions. In this article I propose that complex systems theory might offer such a framework. I offer an exploratory investigation of the applicability of complex systems theory by focusing on the re-analysis of a previously published case study of the practical theory of an English language teacher teaching EFL in Armenia. I do this by discussing and presenting evidence of heterogeneity, dynamics, non-linearity, openness, and adaptation, which characterize complex systems, and are displayed by the EFL teacher's cognitions. I conclude by suggesting that complex systems theory is compatible with other lines of research, is able to be developed in field-specific ways, offers several lines of research as well as different methodological approaches, and has practical implications for language teacher development.
Descriptors: Theory Practice Relationship, Systems Approach, Foreign Countries, Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language), Schemata (Cognition), Case Studies, Research Methodology, Teacher Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Armenia