This paper examines present discussion on teacher cognition, more specifically knowledge English teachers construct and apply in their teaching practice. It reviews recent developments in teacher cognition which support the stance of acknowledging tea...
This paper examines present discussion on teacher cognition, more specifically knowledge English teachers construct and apply in their teaching practice. It reviews recent developments in teacher cognition which support the stance of acknowledging teachers as professionals actively interpreting their teaching and constructing knowledge in their practice. In the second section the paper presents a case of seven elementary school teachers reflecting on their practice through narrative. Inclusion of teacher cognition in the language teacher training course as a subject is suggested.