Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction language teaching. Four teachers, including two novice teachers experienced ones, were involved the study. A triangulation method, semi-structured interviews, classroom observations stimulated recall was used to examine compare their practices. Research findings reveal that all favoured focus on form rather than forms teaching cognitions; however, failed implement practices, whereas carried it out consistently. The result calls for effective teacher education programmes sustainable development, particularly sustaining development knowledge how pedagogical practice. implications arising from L2 China similar contexts are also discussed.