Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and t...

Teacher cognition, an essential concept for understanding effective instructional practice and teacher development, has been gaining considerable attention across the globe in recent years (Borg 20...

There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher profe...

From the standpoint of a systematic approach, process teacher’s cognition integral individuality student is considered. The purpose study: through integration various theories and approaches, to substantiate new system-integrative approach pedagogical students by teacher. Research objective: show that systems "subject", "integral individuality", "cognition" form trinity ensures functioning resu...

this study examines differences in non-native efl teachers’ beliefs about grammar and teaching grammar. the differences were sought across teachers’ work environment- private school versus state schools-, degree, gender, and teaching experience. a sample of 130 efl teachers teaching at junior high school, high schools, and private language institutes were randomly selected. the sample consisted...

Based on Bower’s affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students’ cognition and affection together. In the process of teaching, the main mood of teacher and students varies spi...

We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 grade 6 teachers in one school district to treatment and control conditions in a delayed treatment design. The PD explicitly addressed four sources of teacher efficacy information identified in social cognition theory (Bandura, 1997). Treatment teachers outperfo...