VYL Teacher Cognition

While there is a difference between planned versus observable teaching practice, teacher cognition is extremely influential during lesson planning. All things equal, teachers provide different classroom experiences for their learners as teacher cognition influences the activities they select and plan for. Furthermore, the intended impact of educational policy can be determined by teachers and their beliefs about implementing these policies. As a result, the success of any curriculum is partly determined by teacher beliefs. The aim of this research is to explore how teacher cognition effects lesson planning for very young learners in an EFL context.The research was done in Sabadell, Spain as part of the final research project for the University of Southern Queensland's Master of Applied Linguistic's Program, conducted in May 2016.

Autorentext

Shay a travaillé à l'international dans le domaine de l'anglais langue étrangère en tant qu'enseignante, formatrice, consultante et directrice d'études pendant 17 ans. Elle s'intéresse aux jeunes apprenants, à la formation des enseignants et à la conception des programmes. Elle est membre des SIG YLT et TTEd de l'IATEFL, ainsi que de TESOL-Spain. Elle est titulaire du Trinity CertTESOL, d'une licence en psychologie et d'une maîtrise en linguistique appliquée.