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<p>The study of teacher cognitions has been actively pursued in research in applied linguistics. One aspect of cognition that has been investigated concerns the thought units that underlie teachers’ instructional practices. However, how teachers’ pedagogical thoughts are likely to vary across individual difference variables has received far less attention. The present study investigated how English as a Foreign Language (EFL) teachers’ pedagogical cognitions vary as a function of their career choice motivations. Nine early-career EFL teachers were purposively sampled and assigned to Intrinsic Career Value, Social Utility Value, and Fallback Career motivations based on their performance on the Factors Influencing Teaching Choice (FIT-Choice) Scale (Watt &amp; Richardson, <CitationRef CitationID="CR38">2007</CitationRef>). A complete instructional session per teacher was video-recorded and used as a stimulus in stimulated recall interview sessions wherein each teacher verbalized the thoughts that undergirded their instructional practices. Qualitative and quantitative analyses of the data showed significant differences in the type or dominance and overall number of teachers’ pedagogical thoughts across the three groups of teachers. Additionally, significant differences were found across the three groups of teachers with regard to the number of pedagogical thought units within the dominant pedagogical thought categories. More specifically, while teachers with Intrinsic Career Value and Social Utility motivations were more concerned with such cognitions as knowledge of students, progress review, and students’ affective states, teachers with Fallback Career motivations were shown to be less reflective and more concerned with time management and student behavior. Implications are provided for teacher recruitment and teacher education.</p>

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Career choice motivations as determinants of novice L2 teachers’ pedagogical cognitions

  • 期刊论文

  • 发表日期：

    2025年5月27日

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  • Nan Hou,
  • Goudarz Alibakhshi

摘要

The study of teacher cognitions has been actively pursued in research in applied linguistics. One aspect of cognition that has been investigated concerns the thought units that underlie teachers’ instructional practices. However, how teachers’ pedagogical thoughts are likely to vary across individual difference variables has received far less attention. The present study investigated how English as a Foreign Language (EFL) teachers’ pedagogical cognitions vary as a function of their career choice motivations. Nine early-career EFL teachers were purposively sampled and assigned to Intrinsic Career Value, Social Utility Value, and Fallback Career motivations based on their performance on the Factors Influencing Teaching Choice (FIT-Choice) Scale (Watt & Richardson, 2007). A complete instructional session per teacher was video-recorded and used as a stimulus in stimulated recall interview sessions wherein each teacher verbalized the thoughts that undergirded their instructional practices. Qualitative and quantitative analyses of the data showed significant differences in the type or dominance and overall number of teachers’ pedagogical thoughts across the three groups of teachers. Additionally, significant differences were found across the three groups of teachers with regard to the number of pedagogical thought units within the dominant pedagogical thought categories. More specifically, while teachers with Intrinsic Career Value and Social Utility motivations were more concerned with such cognitions as knowledge of students, progress review, and students’ affective states, teachers with Fallback Career motivations were shown to be less reflective and more concerned with time management and student behavior. Implications are provided for teacher recruitment and teacher education.