Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar

The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conc...

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Bibliographic Details
Main Author:	Jandar, Willie
Format:	Book Section
Language:	English
Published:	Institute of Graduate Studies, UiTM 2017
Subjects:	Teaching (Principles and practice)
Online Access:	http://ir.uitm.edu.my/id/eprint/19941/ http://ir.uitm.edu.my/id/eprint/19941/1/ABS_WILLIE%20ANAK%20JANDAR%20TDRA%20VOL%2012%20IGS%2017.pdf

id	uitm-19941
recordtype	eprints
spelling	uitm-199412018-06-11T03:16:01Z http://ir.uitm.edu.my/id/eprint/19941/ Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar Jandar, Willie Teaching (Principles and practice) The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conceptualization of teacher cognition, it is illustrated that teacher cognition developed and is shaped by schooling and the professional education of the teacher. In the context of pedagogic practice, it is influenced and affected by contextual factors such as school environment, curricular, resources and students so much that it is not static but dynamic. Shulman outlined seven knowledge types to represent teacher cognition, but in this study only three knowledge domains/types namely, Knowledge of Students (KS), Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) were deemed relevant to pedagogic practice. To address the main aim of the study, three research questions were posited namely, what are ESL teacher cognition perspectives?, what are the existing and new features of each knowledge domain?, and what are the similarities of KS, PCK and GPK of the four teacher participants? Institute of Graduate Studies, UiTM 2017 Book Section PeerReviewed text en http://ir.uitm.edu.my/id/eprint/19941/1/ABS_WILLIE%20ANAK%20JANDAR%20TDRA%20VOL%2012%20IGS%2017.pdf Jandar, Willie (2017) Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar. In: The Doctoral Research Abstracts. IGS Biannual Publication, 12 (12). Institute of Graduate Studies, UiTM, Shah Alam.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Teaching (Principles and practice)
spellingShingle	Teaching (Principles and practice) Jandar, Willie Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
description	The main aim of this study was to explore teacher cognition in the context of instructional practice among English teachers in secondary schools in Samarahan division, Sarawak, Malaysia. Teacher cognition by Borg’s definition includes ‘what they know, believe, think and do’. In Borg’s schematic conceptualization of teacher cognition, it is illustrated that teacher cognition developed and is shaped by schooling and the professional education of the teacher. In the context of pedagogic practice, it is influenced and affected by contextual factors such as school environment, curricular, resources and students so much that it is not static but dynamic. Shulman outlined seven knowledge types to represent teacher cognition, but in this study only three knowledge domains/types namely, Knowledge of Students (KS), Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) were deemed relevant to pedagogic practice. To address the main aim of the study, three research questions were posited namely, what are ESL teacher cognition perspectives?, what are the existing and new features of each knowledge domain?, and what are the similarities of KS, PCK and GPK of the four teacher participants?
format	Book Section
author	Jandar, Willie
author_facet	Jandar, Willie
author_sort	Jandar, Willie
title	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
title_short	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
title_full	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
title_fullStr	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
title_full_unstemmed	Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar
title_sort	teaching english in secondary schools in sarawak, malaysia: esl teacher cognition perspectives / willie anak jandar
publisher	Institute of Graduate Studies, UiTM
publishDate	2017
url	http://ir.uitm.edu.my/id/eprint/19941/ http://ir.uitm.edu.my/id/eprint/19941/1/ABS_WILLIE%20ANAK%20JANDAR%20TDRA%20VOL%2012%20IGS%2017.pdf
first_indexed	2023-09-18T23:03:37Z
last_indexed	2023-09-18T23:03:37Z
_version_	1777418337379155968

Teaching English in secondary schools in Sarawak, Malaysia: ESL teacher cognition perspectives / Willie Anak Jandar

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