Teacher Cognition and Language Education: Research and Practice

By Simon Borg. 2007

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The practice of policy: Teacher attitudes toward “English only” (2011, background): “Teachers, as reflective practitioners and professional decision-makers (Borg, 2008), should be encouraged by program managers (see Dunne et al.”
Links between teachers' beliefs and practices and research on reading (2011, background): “However, while significant contributions to understanding the relationship between teachers' beliefs and practices have been made in first language (L1) education contexts, studies investigating teachers' cognitions in foreign language (FL) contexts have been limited (Borg, 2003, 2006).”
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education (2016, background): “Over the years, the study of language teaching and teacher education has acknowledged this, and the current focus on teacher cognitions (i.e. their thinking, beliefs, attitudes, and decision-making) is evidence of this shift (see Borg, 2006).”