Studying Teacher Cognition: The Interplay of Teacher Beliefs and Instructional Practice

• Main Author: Gutierrez, Marianne Rachel C.
• Format: text
• Published: Archīum Ateneo 2024
• Subjects: learner-centered pedagogy; literature teaching; teacher education
• Online Access: https://archium.ateneo.edu/kk/vol1/iss4/4; https://archium.ateneo.edu/context/kk/article/1065/viewcontent/_5BKKv00n04_2004_5D_202.3_Article_Gutierrez.pdf
• Institution: Ateneo De Manila University

This paper is concerned with examining a secondary school teacher’s teaching of literature in relation to her underlying cognition. In particular, it will show the interplay of her beliefs systems and her instructional practice. Starting from a brief discussion of what makes up a literature teacher’s beliefs systems, the paper describes one teacher-participant’s instructional practice and beliefs system seen from a particular framework then presents possible implications for teacher training. Part of a larger study based on what current research on teacher education reveals regarding the influences on and the formation of teachers’ instructional practice and their approach to instructional decision-making, the paper similarly subscribes to the idea that improvement of classroom instruction begins with understanding teachers’ conceptions and how these are translated into their classroom practice.