出版社：Australian Institutes for Educational Research
摘要：Teacher cognition research has provided useful insights into complex, dynamic, and contextual teaching processes. Yet, there is no systematic framework for describing the complex, dynamic and contextual features of teacher cognition. This research applied complexity theory to the analysis of characteristics of teacher cognition systems of an English as a foreign language (EFL) teacher in Bangladesh and examined how the relationship between the different components of teacher cognition systems led to the complex characteristics of their cognition and teaching practices. The case was investigated using multiple sources of data collection which included in-depth interviews, classroom observations and stimulated recall. The findings present evidence of the EFL teacher's complex knowledge of communicative language teaching and curriculum implementation through classroom practices, the influence of his prior language learning experiences on his practices, his experiences as a novice teacher resulting from teacher training input, his classroom interactions with his students, and further professional development.
