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Joint development of teacher cognition and identity through learning to teach L2 pronunciation

Journal Article


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Abstract


  • The constructs of teacher cognition and teacher identity have recently gained considerable attention in

    second language teacher education research for their crucial roles in understanding teacher learning.

    While a number of current studies have examined the contributions of both constructs, the connections

    between cognition and identity are yet to be fully conceptualized. This article addresses this gap

    by drawing on the notion of identification to examine the identity construction and cognition development

    of 15 student teachers in the context of a postgraduate course on pronunciation pedagogy.

    Questionnaires, focus group interviews, observations, and semi-structured interviews were triangulated

    to obtain an in-depth understanding of the complex relations between identity formation and cognition

    growth. Findings revealed that identity construction—manifested through imagination of self and

    others, engagement and investment in the course, and alignment with course content—not only had a

    profound impact on participants’ cognition development, but that these two constructs were intertwined

    in a complex and reciprocal relationship, fostering the process of student teachers’ learning to teach

    pronunciation.

Publication Date


  • 2017

Citation


  • Burri, M., Chen, H. & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. Modern Language Journal: devoted to research and discussion about the learning and teaching of foreign and second languages, 101 (1), 128-142.

Scopus Eid


  • 2-s2.0-85018677024

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3945&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2942

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 128

End Page


  • 142

Volume


  • 101

Issue


  • 1

Place Of Publication


  • United States

Abstract


  • The constructs of teacher cognition and teacher identity have recently gained considerable attention in

    second language teacher education research for their crucial roles in understanding teacher learning.

    While a number of current studies have examined the contributions of both constructs, the connections

    between cognition and identity are yet to be fully conceptualized. This article addresses this gap

    by drawing on the notion of identification to examine the identity construction and cognition development

    of 15 student teachers in the context of a postgraduate course on pronunciation pedagogy.

    Questionnaires, focus group interviews, observations, and semi-structured interviews were triangulated

    to obtain an in-depth understanding of the complex relations between identity formation and cognition

    growth. Findings revealed that identity construction—manifested through imagination of self and

    others, engagement and investment in the course, and alignment with course content—not only had a

    profound impact on participants’ cognition development, but that these two constructs were intertwined

    in a complex and reciprocal relationship, fostering the process of student teachers’ learning to teach

    pronunciation.

Publication Date


  • 2017

Citation


  • Burri, M., Chen, H. & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. Modern Language Journal: devoted to research and discussion about the learning and teaching of foreign and second languages, 101 (1), 128-142.

Scopus Eid


  • 2-s2.0-85018677024

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3945&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2942

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 128

End Page


  • 142

Volume


  • 101

Issue


  • 1

Place Of Publication


  • United States