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- W2913403977 abstract "The objective of this doctoral thesis was to systematically and critically examine the pedagogicalgrammar cognitions of Dutch English as a foreign language (EFL) student teachers during their timespent in bachelor and master degree (teacher education) programmes in order to describe thesecognitions, analyse and explain them, and investigate the role of teacher education. This researchproject encompassed four separate but interconnected studies, which examined student teachercognitions from multiple perspectives, utilising various methods and instruments, such asquestionnaires, semi-structured interviews, focus groups, and a case study.The results showed that student teachers have distinct ideas about what constitutesgrammatical difficulty – which go beyond how this concept is traditionally defined in the secondlanguage acquisition (SLA) literature – and how these ideas interact with pedagogical grammar andlearner-related cognitions. Furthermore, insight was gained into how student teachers perceivegrammar instruction in relation to well-known SLA concepts such as meaning-focused instruction,FonF, FonFs, implicit, explicit, deductive, and inductive instruction, and how these constructs areoperationalised. Finally, our findings indicated that teacher education has a clearly noticeableinfluence on student teacher cognitions, but not necessarily in the way it is intended. This studybrought into sharp relief how suitable models, congruent teaching, and acknowledging the influence of experience and prior cognitions are of paramount importance in teacher education.This thesis has attempted to contribute to a more sophisticated awareness and an increasedunderstanding of student teacher pedagogical grammar cognitions, how these are affected by teacher education and interact with other belief systems. These insights have given rise to various concrete suggestions for improving current practice and new research directions. Moreover, this study is a strong reminder of how (student) teachers’ mental lives – their thoughts, beliefs, attitudes, emotions, and knowledge – come together with their lived experiences to shape and build their reality." @default.
- W2913403977 created "2019-02-21" @default.
- W2913403977 creator A5078484283 @default.
- W2913403977 date "2018-01-01" @default.
- W2913403977 modified "2023-09-27" @default.
- W2913403977 title "Student Teacher Cognitions on Form-Focused Instruction. An Explanatory Sequential Study of Dutch Undergraduate and Post-Graduate EFL Student Teachers" @default.
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- W2913403977 hasPublicationYear "2018" @default.
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