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- W2979639062 abstract "This chapter reviews the theoretical underpinnings of research in teacher cognition and education and highlights the contribution of sociocultural perspective in understanding what teachers know, believe and think in classroom practice. Specifically, this chapter offers an up-to-date overview of research in language teacher cognition by comparing and contrasting different theoretical perspective of teacher cognition, such as cognitive perspective, interactional perspective and discursive psychological perspective. Key constructs of sociocultural theory, such as mediation, zone of proximal development and internalisation, are briefly introduced and discussed in order to justify the appropriateness of sociocultural theoretical perspective towards teacher cognition research." @default.
- W2979639062 created "2019-10-18" @default.
- W2979639062 creator A5027475930 @default.
- W2979639062 date "2019-10-12" @default.
- W2979639062 modified "2023-09-27" @default.
- W2979639062 title "Sociocultural Theory and Teacher Cognition" @default.
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- W2979639062 doi "https://doi.org/10.1057/978-1-137-51134-8_2" @default.
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