Making implicit knowledge explicit. The results of the longitudinal study into EFL teacher cognition

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.