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2 - Cognition and Good Language Teachers

from Part I - Macro Perspectives

Published online by Cambridge University Press:  22 April 2020

Carol Griffiths
University of Leeds
Zia Tajeddin
Tarbiat Modares University, Iran
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Chapter 2 outlines the issue of teacher cognition, particularly teachers’ beliefs, in their classroom practice. The authors argue that good language teachers are cognizant of their beliefs and align their teaching with these beliefs, and they also report on two cases of experienced teachers’ reflection on their beliefs.

Publisher: Cambridge University Press
Print publication year: 2020

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