Cognitive Development of Pre-service EFL Teacher in the Context of Curriculum Practice:
A Case Study based on Activity Theory
DOI:
https://doi.org/10.6918/IJOSSER.202409_7(9).0037Keywords:
Teacher Cognition; Teacher Professional Development; Pre-Service Teacher.Abstract
Teacher cognition is the combined reflection of teachers’ inner thinking, which affects numerous aspects of teachers’ learning and classroom practice. This study used a qualitative case study method to investigate the cognitive development of a pre-service English language teacher at graduate level in a research course on foreign language teaching and learning overlooking the factors influencing it. It was found that pre-service teacher’s cognitive development was influenced by the interaction of multiple factors including subject, tools and socio-cultural context. Among them, the learning course provided the theoretical foundation for the cognitive development of pre-service teachers and helped them to deepen their understanding of teachers’ identity. The supervisor provided the necessary support and help for their professional development, facilitating the transformation of pre-service teachers’ cognitive development from theory to practice. The past language learning experiences provided concrete examples for the cognitive development of pre-service teachers and helped them to build their teaching belief. Furthermore, emotional factors and conflict events are important forces to promote the cognitive development of pre-service teachers.
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