Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

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Informing and transforming language teacher education pedagogy (2018, background): “Much research on teacher cognition has focused on what Kubanyiova and Feryok (2015) have recently conceptualized as the ecologies of teachers’ inner lives without considering how this connects to student learning.”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “…over the past 30 years on language teachers and teaching through cognitive (Borg, 2003), sociocultural (Johnson, 2006), and broader social (Kubanyiova & Feryok, 2015) and critical turns (Crookes, 2009, 2013; Hawkins & Norton, 2009) has led to rethinking of the language teacher’s identity…”
The motivational dimension of language teaching (2017, background): “…into teachers’ prior educational experiences, as learners, as teacher trainees, and as novice teachers, to see how their thinking has evolved over time, how they orient to the profession, and how they perceive the affordances and constraints of their particular context (Kubanyiova & Feryok 2015).”
Evaluating the Impact of Professional Development (2018, background): “One relates to the extent to which attitudes and beliefs can be validly measured via decontextualized questionnaires and similar self-report tools which separate belief and behaviour (Kagan, 1990; Kubanyiova and Feryok, 2015).”