Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

By S. Borg. Language Teaching, 2003

2,357 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/aad85e4f7d46066ec178a1ffe8c3d69b4247a577

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Citations in the corpus

‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “Over the past 30 years, research has suggested that teachers’ beliefs heavily influence their pedagogical practice (for example, Borg 2003 ; Ng and Farrell 2003 ; Mangubhai et al.”
Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher (2003, neutral): “To be precise, the focus has been on the subject-matter cognitions of the L2 teacher, since knowledge is very hard to separate from other aspects of teacher thinking, especially beliefs (see e.g. Andrews, forthcoming; Borg, 2003, this issue;Kagan, 1990;Pajares, 1992;Woods, 1996).”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Borg (2003) reviewed 64 works in the field of foreign and second language teaching and concluded there are a lot of differences in teachers’ beliefs about language education.”
Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties (2010, background): “Within second language education, teaching is viewed as a complex cognitive activity, as noted by Borg ( 2003 , p.”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “…are to illuminate what constitutes teachers’ beliefs 30 AMANDA BAKER AND JOHN MURPHY and knowledge about teaching, how these beliefs and knowledge have developed, and how they are reflected in actual classroom practices (Andrews & McNeil, 2005; Basturkmen, Loewen, & Ellis, 2004; Borg, 2003b, 2006).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, neutral): “Teacher knowledge has been considered an important part of a teacher’s makeup (e.g. Björklund, 2008; Borg, 2003, 2006; Brookfield, 1995; Clandinin, 2000; Day, 1991; Johnson & Golombek, 2002, Shulman, 1986; Woods, 1996).”
A study of secondary school English teachers’ beliefs in the context of curriculum reform in China (2014, background): “It has been found that language teachers hold unique beliefs about various aspects of language education (Borg, 2003).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “…(1996) argues that the impact of formal education on teachers’ beliefs is limited, large-scale reviews on learning to teach (Wideen, Mayer-Smith, and Moon 1998 – 93 studies) and language teacher cognition (Borg 2003 – 64 studies, some of which related to learning to teach) have suggested otherwise.”
TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, neutral): “…an examination of the teaching process (e.g., Golombek, 1998; Tsui, 2003), knowledge (e.g., Gatbonton, 1999; Johnston & Goettsch, 2000), cognition (Borg, 2003, 2006), and beliefs (e.g., Almarza, 1996; Crandall, 2000; Farrell, 1999; Mattheoudakis, 2007; Peacock, 2001) that teachers hold about…”