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Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research / Neil England.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 229–238. Language teacher cognition research is understood as the investigation of “what language teachers think, know and believe” (Borg, 2006, p. 1) and, in most cases, how it relates to teachers classroom practices. The most common unit of analysis in this type of research is the individual (Borg, 2006). This work is normally informed by broader constructs of teacher knowledge in general, as opposed to the specialised knowledge of language teachers. One such construct is personal practical knowledge (Clandinin & Connelly, 1986; Golombek, 1998). Personal practical knowledge is understood to be experiential, situated, and storied, embedded in daily classroom practices and constructed and reconstructed through personal narratives of life and classroom experiences. As such, it is usually seen as idiosyncratic. Most studies of personal practical knowledge, therefore, use the individual as the unit of analysis on the assumption that “each person s knowledge cannot be codified across individuals without damaging important nuances of meaning” (Carter, 1990, p. 304).
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