Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg

• Marilisa Birello ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 5, Nº. 2, 2012, págs. 88-94
• Idioma: inglés
• DOI: 10.5565/rev/jtl3.464
• Enlaces
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• Dialnet Métricas: 6 Citas
• Resumen

  • Simon Borg is Professor of TESOL at the School of Education of the University of Leeds in the United Kingdom. He teaches MA TESOL modules on Teacher Education and Grammar Teaching. He is on the editorial boards of Language Teaching Research and The Asian EFL Journal. His main area of research in TESOL focuses on language teacher cognition – i.e., the study of what language teachers know, believe, think and do. He has published numerous articles in scholarly journals such as Language Teaching, System, Language Teaching Research, and ELT Journal, and the books Teacher Cognition and Language Education (2008) and Teacher research in language teaching: A critical analysis (forthcoming, 2013).

• Referencias bibliográficas
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. In Language...
  • Borg, S. (2006). Teacher cognition and teacher education: research and practice. London: Continuum.
  • Borg, S. (2011). The impact of in-service education on language teachers’ beliefs. In System, 39 (3), 370-380.
  • Phipps & Borg, S. (2009). Exploring tensions between teachers’ grammar beliefs and practice. In System, 37 (3), 380-390.