Simon Borg
Simon Borg

Vid Institutionen för språkdidaktik hålls ämnesvisa högre seminarier. Ämnesgruppen för moderna språk och engelska är värd för detta seminarium.

Simon Borg är konsult inom English Language Teaching (ELT), professor vid Western Norway University of Applied Sciences, Norge, och gästprofessor vid University of Leeds, Storbritannien. Vid detta högre seminarium kommer han att presentera och kommentera definitioner av, och forskning om, lärarkognition i en historisk och samtida kontext.

Taking Stock: An Analysis of the Contemporary Status of Language Teacher Cognition Research

► Tisdag 23 oktober kl 13.00-14.30 i sal E243, Södra huset.

Antalet platser är begränsat. Föranmälan till birgitta.frojdendahl@isd.su.se

Seminariet kommer även att direktsändas på webben: Föreläsning Simon Borg

Abstract

Teacher cognition is an umbrella term which refers to the unobservable dimensions of becoming, being and developing as a teacher. When it first came to prominence in the field of language teaching some 20 years ago it was defined in relation to three key ideas - teacher thinking, teacher knowledge and teachers' beliefs - but since then new concepts such as teacher identity and teacher emotion have emerged and have also become a central part of efforts to understand teachers' mental and emotional lives.

Recent contributions to the field have also questioned the value of conventional approaches to language teacher cognition research which, for example, study teachers as individuals (rather than as part of a social system) and which use questionnaires to study beliefs. It is, therefore, an appropriate time to take stock and to consider the current status of this important domain of inquiry in the field of language teaching.

I will begin by outlining very briefly the emergence of language teacher cognition, then comment on some trends evident in teacher cognition research over years, before turning my attention to more recent proposals for the direction the field should be taking. Overall, while the intellectual rigour and methodological sophistication of this recent work is valuable, it should be seen as an additional set of options for researchers to consider rather than a template for contemporary teacher cognition work more generally. When applied rigorously, conventional ways of studying language teacher cognition still have a role to play in helping us understand the many unseen forces that shape what teachers do.