eprintid: 21929
rev_number: 9
eprint_status: archive
userid: 2944
dir: disk0/00/02/19/29
datestamp: 2016-09-18 13:53:15
lastmod: 2016-09-18 13:57:25
status_changed: 2016-09-18 13:53:15
type: article
metadata_visibility: show
title: Making Implicit Knowledge Explicit. The Results of the Longitudinal Study
into EFL Teacher Cognition
language: english
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.
keywords: teacher cognition, teacher knowledge construction, conceptual framework, BAK system
creators_name: Kilianska–Przybylo, Grazyna
ispublished: pub
subjects: LB
full_text_status: public
date: 2016
date_type: published
publication: Вісник Житомирського державного університету імені Івана Франка
number: 1(83)
publisher: Вид-во ЖДУ ім. І.Франка
pagerange: 18-24
refereed: TRUE
issn: 2076-6173
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citation:   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)).  с. 18-24.  ISSN 2076-6173     
document_url: http://eprints.zu.edu.ua/21929/1/5.pdf