Unifying cognition, emotion, and activity in language teacher professional development

By Paula R. Golombek *, M. Doran. 2014

338 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d997fa8ef8c655e16c90c25f3452fbdce27990b8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Magdalena Kubanyiova
2. D. Freeman
3. A. Burns
4. J. Richards
5. E. Edwards
6. Anne Feryok
7. Larry Vandergrift

In Language and Linguistics

1. Anne Feryok
2. J. Richards
3. D. Freeman
4. A. Burns
5. Magdalena Kubanyiova
6. E. Edwards
7. S. Borg
8. K. Rajagopalan

Citations in the corpus

• Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…and adopting bottom-up approaches to identifying salient dimensions of language teachers’ inner lives (e.g., Feryok, 2012; Feryok & Pryde, 2012; Golombek & Doran, 2014; Kubanyiova, 2009, 2012) have shown promising ways forward in pointing to the role of complex inner lives in influencing…”
• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “…(2009) (Single author, conceptual) Liu & Fisher (2006) Tsui (2007) 2010–2014 Johnson & Golombek (2011) (Collection, empirical) Cross (2010) Kanno & Stuart (2011) Feryok (2012) Hiver (2013) Golombek & Doran (2014) positioning within language teacher cognition research contributes to the process.”
• Exploring Emotions in Language Teaching (2020, background): “…current theories of what makes a good lesson, principles of best practice, the role of the teachers, and how to use English when teaching, but they may find these difficult to reconcile with their own beliefs and practice, leading to frustration and even anger at times (Golombok and Doran, 2014).”
• An emotion focused approach in predicting teacher burnout and job satisfaction (2020, neutral): “…thinking, motivation, metacognition and professional aspects like identity formation (Karlsson, 2013; Shapiro, 2010; Timo st suk & Ugaste, 2012), professional development (Golombek & Doran, 2014), burnout (Fiorilli, Albanese, Gabola, & Pepe, 2017), and self-efficacy (Penrose, Perry,& Ball, 2007).”