Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

Burns, A; Freeman, D; Edwards, E

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition

Burns, A Freeman, D Edwards, E

Permalink

Publication Type:: Journal Article
Citation:: Modern Language Journal, 2015, 99 (3), pp. 585 - 601
Issue Date:: 2015-01-01

Closed Access

	Filename	Description	Size
	BURNS_et_al-2015-The_Modern_Language_Journal.pdf	Published Version	198.08 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Burns, A	en_US
dc.contributor.author	Freeman, D	en_US
dc.contributor.author	Edwards, E https://orcid.org/0000-0002-5865-5670	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Modern Language Journal, 2015, 99 (3), pp. 585 - 601	en_US
dc.identifier.issn	0026-7902	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123240
dc.description.abstract	© 2015 by The Modern Language Journal. The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cognition research and synthesizing various themes that arise across this body of work. To that end, we begin by first making the case for the construct under examination and posing some key questions: What is the nature of the mind that we are examining in language teacher cognition research? How have conceptualizations of that mind changed over the period that language teacher cognition research has emerged as a field of empirical study? We then consider how the mind in language teacher cognition research has been studied ontologically, and the conceptual advances that have characterized such research. We conclude by examining how studies in this collection reflect our account of these changes over time.	en_US
dc.relation.ispartof	Modern Language Journal	en_US
dc.relation.isbasedon	10.1111/modl.12245	en_US
dc.subject.classification	Languages & Linguistics	en_US
dc.title	Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	99	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	99	en_US

Abstract:

© 2015 by The Modern Language Journal. The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cognition research and synthesizing various themes that arise across this body of work. To that end, we begin by first making the case for the construct under examination and posing some key questions: What is the nature of the mind that we are examining in language teacher cognition research? How have conceptualizations of that mind changed over the period that language teacher cognition research has emerged as a field of empirical study? We then consider how the mind in language teacher cognition research has been studied ontologically, and the conceptual advances that have characterized such research. We conclude by examining how studies in this collection reflect our account of these changes over time.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/123240