Social Interaction and Teacher Cognition:
Investigates language teachers' thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition - what language teachers know, think and believe - and of its relationship to teachers' cla...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Edinburgh
Edinburgh University Press
[2022]
|
| Schriftenreihe: | Studies in Social Interaction : SSI
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAB01 FCO01 FHA01 FKE01 FLA01 UPA01 UBG01 Volltext |
| Zusammenfassung: | Investigates language teachers' thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition - what language teachers know, think and believe - and of its relationship to teachers' classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers' cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts |
| Beschreibung: | Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Mrz 2022) |
| Beschreibung: | 1 Online-Ressource (232 Seiten) |
| ISBN: | 9780748675760 |
| DOI: | 10.1515/9780748675760 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047920917 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220411s2022 |||| o||u| ||||||eng d | ||
| 020 | |a 9780748675760 |9 978-0-7486-7576-0 | ||
| 024 | 7 | |a 10.1515/9780748675760 |2 doi | |
| 035 | |a (ZDB-23-DGG)9780748675760 | ||
| 035 | |a (OCoLC)1312688079 | ||
| 035 | |a (DE-599)BVBBV047920917 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-1043 |a DE-1046 |a DE-858 |a DE-Aug4 |a DE-859 |a DE-860 |a DE-473 |a DE-739 | ||
| 100 | 1 | |a Li, Li |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Social Interaction and Teacher Cognition |c Li Li |
| 264 | 1 | |a Edinburgh |b Edinburgh University Press |c [2022] | |
| 264 | 4 | |c © 2017 | |
| 300 | |a 1 Online-Ressource (232 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Studies in Social Interaction : SSI | |
| 500 | |a Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Mrz 2022) | ||
| 520 | |a Investigates language teachers' thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition - what language teachers know, think and believe - and of its relationship to teachers' classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers' cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts | ||
| 546 | |a In English | ||
| 650 | 4 | |a Language & Linguistics | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Communication Studies |2 bisacsh | |
| 650 | 4 | |a Second language acquisition |x Study and teaching | |
| 650 | 4 | |a Teachers |x Psychology | |
| 856 | 4 | 0 | |u https://doi.org/10.1515/9780748675760 |x Verlag |z URL des Erstveröffentlichers |3 Volltext |
| 912 | |a ZDB-23-DGG | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-033302508 | ||
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FAW01 |p ZDB-23-DGG |q FAW_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FAB01 |p ZDB-23-DGG |q FAB_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FCO01 |p ZDB-23-DGG |q FCO_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FHA01 |p ZDB-23-DGG |q FHA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FKE01 |p ZDB-23-DGG |q FKE_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l FLA01 |p ZDB-23-DGG |q FLA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l UPA01 |p ZDB-23-DGG |q UPA_PDA_DGG |x Verlag |3 Volltext | |
| 966 | e | |u https://doi.org/10.1515/9780748675760 |l UBG01 |p ZDB-23-DGG |q UBG_PDA_DGG |x Verlag |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804183546280017920 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Li, Li |
| author_facet | Li, Li |
| author_role | aut |
| author_sort | Li, Li |
| author_variant | l l ll |
| building | Verbundindex |
| bvnumber | BV047920917 |
| collection | ZDB-23-DGG |
| ctrlnum | (ZDB-23-DGG)9780748675760 (OCoLC)1312688079 (DE-599)BVBBV047920917 |
| doi_str_mv | 10.1515/9780748675760 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03579nmm a2200505zc 4500</leader><controlfield tag="001">BV047920917</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220411s2022 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780748675760</subfield><subfield code="9">978-0-7486-7576-0</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/9780748675760</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-23-DGG)9780748675760</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312688079</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047920917</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-1043</subfield><subfield code="a">DE-1046</subfield><subfield code="a">DE-858</subfield><subfield code="a">DE-Aug4</subfield><subfield code="a">DE-859</subfield><subfield code="a">DE-860</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-739</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Li, Li</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Social Interaction and Teacher Cognition</subfield><subfield code="c">Li Li</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Edinburgh</subfield><subfield code="b">Edinburgh University Press</subfield><subfield code="c">[2022]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2017</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (232 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Studies in Social Interaction : SSI</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Mrz 2022)</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Investigates language teachers' thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition - what language teachers know, think and believe - and of its relationship to teachers' classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers' cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Language & Linguistics</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES / Communication Studies</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Second language acquisition</subfield><subfield code="x">Study and teaching</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers</subfield><subfield code="x">Psychology</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveröffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-23-DGG</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033302508</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FAW01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FAW_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FAB01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FAB_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FCO01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FCO_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FHA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FHA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FKE01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FKE_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">FLA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">FLA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">UPA01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UPA_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://doi.org/10.1515/9780748675760</subfield><subfield code="l">UBG01</subfield><subfield code="p">ZDB-23-DGG</subfield><subfield code="q">UBG_PDA_DGG</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV047920917 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:33:40Z |
| indexdate | 2024-07-10T09:25:10Z |
| institution | BVB |
| isbn | 9780748675760 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033302508 |
| oclc_num | 1312688079 |
| open_access_boolean | |
| owner | DE-1043 DE-1046 DE-858 DE-Aug4 DE-859 DE-860 DE-473 DE-BY-UBG DE-739 |
| owner_facet | DE-1043 DE-1046 DE-858 DE-Aug4 DE-859 DE-860 DE-473 DE-BY-UBG DE-739 |
| physical | 1 Online-Ressource (232 Seiten) |
| psigel | ZDB-23-DGG ZDB-23-DGG FAW_PDA_DGG ZDB-23-DGG FAB_PDA_DGG ZDB-23-DGG FCO_PDA_DGG ZDB-23-DGG FHA_PDA_DGG ZDB-23-DGG FKE_PDA_DGG ZDB-23-DGG FLA_PDA_DGG ZDB-23-DGG UPA_PDA_DGG ZDB-23-DGG UBG_PDA_DGG |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Edinburgh University Press |
| record_format | marc |
| series2 | Studies in Social Interaction : SSI |
| spelling | Li, Li Verfasser aut Social Interaction and Teacher Cognition Li Li Edinburgh Edinburgh University Press [2022] © 2017 1 Online-Ressource (232 Seiten) txt rdacontent c rdamedia cr rdacarrier Studies in Social Interaction : SSI Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Mrz 2022) Investigates language teachers' thoughts, beliefs and knowledge through the lens of social interactionIn the past decade there has been a surge of interest in the study of language teacher cognition - what language teachers know, think and believe - and of its relationship to teachers' classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers' cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.Features a three part structure of survey, analysis and application Takes a discursive psychological approach to teacher cognitions Uses conversation analysis to examine cognition-in-interaction Provides detailed examples of language in interaction in EFL contexts In English Language & Linguistics LANGUAGE ARTS & DISCIPLINES / Communication Studies bisacsh Second language acquisition Study and teaching Teachers Psychology https://doi.org/10.1515/9780748675760 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Li, Li Social Interaction and Teacher Cognition Language & Linguistics LANGUAGE ARTS & DISCIPLINES / Communication Studies bisacsh Second language acquisition Study and teaching Teachers Psychology |
| title | Social Interaction and Teacher Cognition |
| title_auth | Social Interaction and Teacher Cognition |
| title_exact_search | Social Interaction and Teacher Cognition |
| title_exact_search_txtP | Social Interaction and Teacher Cognition |
| title_full | Social Interaction and Teacher Cognition Li Li |
| title_fullStr | Social Interaction and Teacher Cognition Li Li |
| title_full_unstemmed | Social Interaction and Teacher Cognition Li Li |
| title_short | Social Interaction and Teacher Cognition |
| title_sort | social interaction and teacher cognition |
| topic | Language & Linguistics LANGUAGE ARTS & DISCIPLINES / Communication Studies bisacsh Second language acquisition Study and teaching Teachers Psychology |
| topic_facet | Language & Linguistics LANGUAGE ARTS & DISCIPLINES / Communication Studies Second language acquisition Study and teaching Teachers Psychology |
| url | https://doi.org/10.1515/9780748675760 |
| work_keys_str_mv | AT lili socialinteractionandteachercognition |