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Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Author

Listed:
  • Qiang Sun

    (School of Foreign Languages, Henan Polytechnic University, Jiaozuo 454003, China)

  • Lawrence Jun Zhang

    (School of Foreign Studies, Xi’an Jiaotong University, Xi’an 710049, China
    Faculty of Education and Social Work, University of Auckland, Private Bag 92601, Symonds Street, Auckland 1150, New Zealand)

Abstract

Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers and two experienced ones, were involved in the study. A triangulation method, including semi-structured interviews, classroom observations and stimulated recall interviews, was used to examine and compare their cognitions and practices. Research findings reveal that all teachers favoured focus on form instruction rather than focus on forms instruction in English teaching in their cognitions; however, the two novice teachers failed to implement focus on form instruction in practices, whereas the two experienced teachers carried it out consistently. The result calls for effective teacher education programmes for sustainable teacher development, particularly in sustaining the development of novice teachers’ knowledge about how to implement focus on form instruction in pedagogical practice. The implications arising from this study for L2 teacher education in China and similar L2 contexts are also discussed.

Suggested Citation

  • Qiang Sun & Lawrence Jun Zhang, 2022. "Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:8:p:4711-:d:794011
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    References listed on IDEAS

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    1. Di Wang & Lawrence Jun Zhang, 2021. "Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation," Sustainability, MDPI, vol. 13(5), pages 1-16, March.
    2. Oecd, 2015. "Teaching beliefs and practice," Teaching in Focus 13, OECD Publishing.
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    Cited by:

    1. Xing Xu & Helena Sit & Hui Li, 2022. "Between Expert and Novice: Identity Transition from Teacher to Student as Sustainable Agentic Construction," Sustainability, MDPI, vol. 14(16), pages 1-12, August.

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