Making Implicit Knowledge Explicit. The Results of the Longitudinal Study into EFL Teacher Cognition

Kilianska–Przybylo, Grazyna (2016) Making Implicit Knowledge Explicit. The Results of the Longitudinal Study into EFL Teacher Cognition. Вісник Житомирського державного університету імені Івана Франка (1(83)). pp. 18-24. ISSN 2076-6173

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Abstract

The article presents the results of a three-year study carried out among the students of English participating in a teacher training course. The aim of the article is to indicate how teacher trainees’ cognition evolved as a result of formal training and exposure to awareness – raising tasks. Another objective is to present students’ perception of teaching/learning process and evaluation of their own professional development. Data were gathered by means of students’ written feedback in the form of short questionnaires and self-reports.

Item Type: Article
Uncontrolled Keywords: teacher cognition, teacher knowledge construction, conceptual framework, BAK system
Subjects: L Education > LB Theory and practice of education
Depositing User: Руслана Іщук
Date Deposited: 18 Sep 2016 13:53
Last Modified: 18 Sep 2016 13:57
URI: http://eprints.zu.edu.ua/id/eprint/21929

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