Exploring teacher cognition in Malaysian ESL classrooms

The paper addresses the key question in teaching English language, that is, how does teacher cognition interact with classroom practice. The paper is part of a larger study which was conducted in sub-urban schools in Sarawak, East Malaysia via qualitative case study method involving teachers in ac...

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Main Authors:	Bromeley Philip, Tan, Kim Hua, Willie Jandar
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2019
Online Access:	http://journalarticle.ukm.my/14015/ http://journalarticle.ukm.my/14015/ http://journalarticle.ukm.my/14015/1/35892-115981-1-PB.pdf

id	ukm-14015
recordtype	eprints
spelling	ukm-140152020-01-24T00:22:59Z http://journalarticle.ukm.my/14015/ Exploring teacher cognition in Malaysian ESL classrooms Bromeley Philip, Tan, Kim Hua Willie Jandar, The paper addresses the key question in teaching English language, that is, how does teacher cognition interact with classroom practice. The paper is part of a larger study which was conducted in sub-urban schools in Sarawak, East Malaysia via qualitative case study method involving teachers in actual classroom practice. The teacher participants were video-recorded in two separate teaching sessions to capture as far as possible authentic teacher cognition practice. Each teacher was then asked to review his own recorded lessons and verbally report on his actions in the class via stimulated recall protocol technique. The qualitative data generated were analysed for specific features in relation to three main knowledge types representing teacher cognition namely, knowledge of students, pedagogical content knowledge and general pedagogical knowledge. Several features were identified and categorised according to the knowledge types. As far as Knowledge of students (KS) is concerned, it is important for teachers to be aware of their students’ preferred learning styles as well as their proficiency levels. On Pedagogical Content Knowledge (PCK), teachers should allow their students a lot of freedom in choosing the activities they prefer. As regards General pedagogical knowledge (GPK), teachers need to be less dominating in the actual classroom practice but instead acting more as facilitator to help guide and facilitate the students’ learning process. For future research, it is recommended that longitudinal studies be conducted to further provide insights into teacher cognition via generation of larger corpus of data on evidence of teacher cognition processes. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/14015/1/35892-115981-1-PB.pdf Bromeley Philip, and Tan, Kim Hua and Willie Jandar, (2019) Exploring teacher cognition in Malaysian ESL classrooms. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 25 (4). pp. 156-178. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1230
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The paper addresses the key question in teaching English language, that is, how does teacher cognition interact with classroom practice. The paper is part of a larger study which was conducted in sub-urban schools in Sarawak, East Malaysia via qualitative case study method involving teachers in actual classroom practice. The teacher participants were video-recorded in two separate teaching sessions to capture as far as possible authentic teacher cognition practice. Each teacher was then asked to review his own recorded lessons and verbally report on his actions in the class via stimulated recall protocol technique. The qualitative data generated were analysed for specific features in relation to three main knowledge types representing teacher cognition namely, knowledge of students, pedagogical content knowledge and general pedagogical knowledge. Several features were identified and categorised according to the knowledge types. As far as Knowledge of students (KS) is concerned, it is important for teachers to be aware of their students’ preferred learning styles as well as their proficiency levels. On Pedagogical Content Knowledge (PCK), teachers should allow their students a lot of freedom in choosing the activities they prefer. As regards General pedagogical knowledge (GPK), teachers need to be less dominating in the actual classroom practice but instead acting more as facilitator to help guide and facilitate the students’ learning process. For future research, it is recommended that longitudinal studies be conducted to further provide insights into teacher cognition via generation of larger corpus of data on evidence of teacher cognition processes.
format	Article
author	Bromeley Philip, Tan, Kim Hua Willie Jandar,
spellingShingle	Bromeley Philip, Tan, Kim Hua Willie Jandar, Exploring teacher cognition in Malaysian ESL classrooms
author_facet	Bromeley Philip, Tan, Kim Hua Willie Jandar,
author_sort	Bromeley Philip,
title	Exploring teacher cognition in Malaysian ESL classrooms
title_short	Exploring teacher cognition in Malaysian ESL classrooms
title_full	Exploring teacher cognition in Malaysian ESL classrooms
title_fullStr	Exploring teacher cognition in Malaysian ESL classrooms
title_full_unstemmed	Exploring teacher cognition in Malaysian ESL classrooms
title_sort	exploring teacher cognition in malaysian esl classrooms
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2019
url	http://journalarticle.ukm.my/14015/ http://journalarticle.ukm.my/14015/ http://journalarticle.ukm.my/14015/1/35892-115981-1-PB.pdf
first_indexed	2023-09-18T20:06:08Z
last_indexed	2023-09-18T20:06:08Z
_version_	1777407171247472640

Exploring teacher cognition in Malaysian ESL classrooms

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