Introduction
1. The Origins of Teacher Cognition Research 2. The Cognitions of
Pre-service Language Teachers 3. The Cognitions of In-service
Language Teachers 4. Teacher Cognition in Grammar Teaching 5.
Teacher Cognition in Literacy Instruction 6. Self-Report
Instruments 7. Verbal Commentaries 8. Observation 9. Reflective
Writing 10. A Framework for Studying Language Teacher Cognition
References Index
Now available in paperback, this comprehensive and accessible volume is a timely discussion of the current research being carried out in language teacher cognition.
Simon Borg is an ELT consultant based in Slovenia. His web page is http://simon-borg.co.uk
Simon Borg has produced a timely, well-written, comprehensive, and
thought provoking book which will no doubt guide the continuing
development of teacher cognition research. The book is a must read
for anybody seriously interested in language education in general
and language teacher education and development in particular.
*Thomas S.C. Farrell, Associate Professor, Department of Applied
Linguistics, Brock University, Canada*
'[This] book is clearly a timely publication which is bound to have
a considerable impact on research, teacher training and actual
reading...Given the complexity and diversity of teacher cognition
research and the multiplicity of perspectives it draws upon, the
book is surprisingly easy to read, which is the outcome of both its
accessible style and the way all the chapters are organisied...the
book easily lends itself to being used in BA and MA programmes...a
landmark publication...it provides a good starting point not only
for those directly involved in teacher education and development
but also for scholars dealing with other aspects of language
teaching.' Miroslaw Pawlak, Adam Mickiewicz University Poznan,
Poland, Regional Language Centre Journal
*Miroslaw Pawlak, Adam Mickiewicz University Poznan, Poland,
Regional Language Centre Journal*
"The study of teacher cognition - what teachers think, know and
believe - is an important area in professional development...This
book is a valuable addition to the resource collection of teachers
who want to understand their own thought and belief processes and
of professional developers who would like to work more effectively
with teachers." — CAELA Currents, August 2007
*CAELA*
Borg has done the field of language teacher education a tremendous
service by mapping out and establishing a sense of coherence for
the research that exists to date on language teacher cognition.
This book will most certainly be a widely read resource that both
new and established researchers and language teacher educators will
cite as evidence of where the field of language teacher cognition
has come, as they seek to move that field forward.
*Linguistics and Education*
The book is a robust critique of teacher cognition research drawing
on 180 published sources on the subject and covering a thirty-year
period ... This is an invaluable resource book for language teacher
cognition research and practice, and language education.
*Educational Review*
Borg has compiled research in several areas of teacher cognition
and produced an extremely readable and insightful examination of
that research. His work is valuable to teacher educators,
researchers, professional developers and teachers. The scope ... is
immense. He has masterfully brought together much research on
language teacher cognition, summarised and analysed it, and
organised it so that a reader can easily learn what it tell us,
what questions it has answered and what questions remain. The text
is immeasurably beneficial for teachers, teacher educators,
researchers, and professional developers.
*Language & Education*
Each chapter discusses the research thoughtfully and intelligently,
providing a summary of salient points and informative tables and
diagrams which give a useful overview of the field. The discussion
... lives up to the claim of being accessible; complex issues are
presented in a very readable manner.
*Language Learning Journal*
This book is well written and well organized.... It will prove a
quite useful resource for those conducting research in the domain
of teacher cognition. In addition, the framework Borg offers could
inform future research by providing a coherent paradigm and by
engendering collaborative work. The book is also of value to
teacher trainers, who will be interested in understanding the
influences of preservice training on actual classroom
practices.
*Modern Language Journal*
The four chapters devoted to the data collection methodology used
in teacher cognition research are of invaluable help ... not only
because of the detailed description provided of each data
collection method in which definitions, samples of instruments, and
examples of the data collected are included, but also because of
the thought-provoking critical discussions Borg engages in of
ethical issues, the scope of each instrument, and the way other
strategies can be used in conjunction with the instruments
described.... The well-defined overall structure of the book,
writing style, and language used by the author make the book
suitable for a wide array of readers, ranging from classroom
language teachers to experienced researchers in the field.
*English Language Teacher Education and Development*
Borg has written his book in full awareness of the fragmentation of
the field and the overview he offers comes in as a much needed
‘spring-cleaning' project: Not only does he manage to fulfil his
aim to "impose some structure on this field" (p. 280), but what the
reader ends up with as a result of Borg's meticulous re-organising,
untangling and de-cluttering is a clearly-marked and
easy-to-navigate map of the language teacher cognition
territory.... I recommend this informative and inspiring book to
everybody with an interest in the specific processes underlying
language instruction and language teacher development
*System*
In Teacher Cognition and Language Education: Research and Practice,
Borg provides a comprehensive overview of the research to date on
what language teachers think, know and believe and the complex
relationship to their instructional practices. In doing so he
brings a greater sense of unity and coherence to a somewhat
disparate body of research...This book will most certainly be a
widely read resource that both new and established researchers and
language teacher educators will cite as evidence of where the field
of language teacher cognition has come, as they seek to move that
field forward.
*Karen E. Johnson*
This book is well written and well organized. Each chapter includes
a summary, tables are given throughout to draw comparisons among
studies, and studies that are discussed in more than one place are
cross-referenced. It will prove a quite useful resource for those
conducting research in the domain of teacher cognition. In
addition, the framework Borg offers could inform future research by
providing a coherent paradigm and by engendering collaborative
work. The book is also of value to teacher trainers, who will be
interested in understanding the influences of preservice training
on actual classroom practices. -- Modern Language Journal, Vol. 92
No. 1, 2008
*Modern Language Journal*
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