Measuring Teacher Cognition: Comparing Chinese EFL Teachers' Implicit and Explicit Attitudes toward English Language Teaching Methods

Autor/inn/en	Sun, Chen; Wei, Linlin; Young, Richard F.
Titel	Measuring Teacher Cognition: Comparing Chinese EFL Teachers' Implicit and Explicit Attitudes toward English Language Teaching Methods
Quelle	In: Language Teaching Research, 26 (2022) 3, S.382-410 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820903010
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Communicative Competence (Languages); Teaching Methods; Educational Change; Curriculum Development; Schemata (Cognition); Decision Making; Teacher Attitudes; Language Teachers; Teacher Education Programs; Graduates; Preferences; Individual Characteristics; Institutional Characteristics; Social Environment; Foreign Countries; Associative Learning; Attitude Measures; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cognition; Schema; Kognition; Decision-making; Entscheidungsfindung; Lehrerverhalten; Language teacher; Sprachunterricht; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Soziales Umfeld; Ausland
Abstract	Within the context of an ongoing reform of the curriculum for English as a foreign language (EFL) in China, we present the implicit association test (IAT) as a new way to measure Chinese EFL teachers' implicit attitudes to a communicative language teaching (CLT) curriculum and to compare their attitudes to traditional language teaching (TLT) approaches. Our study is framed within the theory of teacher cognition -- what teachers know, think, and believe as active decision makers (Borg, 2003) -- and we propose the IAT as a new instrument for education researchers and policy makers. The IAT was used to discover the implicit attitudes of 24 Chinese EFL teachers, all graduates of the same teacher training institution in China, currently teaching at middle, high school, or college level in the same Chinese city. Results showed different degrees of implicit preference for CLT over TLT of the 24 teacher participants. We also found differences between implicit attitudes and explicit attitudes expressed by three teachers in interviews and we attributed those differences to the personal, institutional, and social contexts in which they were teaching. Results revealed that what teachers say is not necessarily what they think. By using the IAT, we have been able to measure implicit attitudes in a way that has never been done in teacher education study. We argue that such measures of teacher cognition are important for successfully implementing curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01