Conducted by PIT
, Started on 2018 -
Completed on 2020
Completed
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Teachers have cognitions about all aspect of their work and they are constantly making decisions – before, during and after instruction. However investigating teachers’ cognitions and instructional decisions in isolation of contextual factors would likely provide partial, if not flawed characterizations of teachers and teaching. Hence, this case study on one ESL secondary school teacher was conducted to unveil the role of contextual factors on her cognitions and instructional decisions. Results of the qualitative content analysis on the pre-observation and stimulated recall interview transcripts and classroom observations reveal the facilitating role of contextual factors on the teacher’s decisions and her cognitions on planning, implementing and assessing aspects of teaching. Established school’s standards and practices and the mentoring received played a significant impact in most of her instructional decisions and in turn, informed her cognitions. Findings from this study also indicate that building teacher’s professional knowledge through coaching and long-term professional development can improve decision making.