An Investigation of Chinese TESOL Learners’ Experience of Engagement and Cognitive Development on Becoming an English Language Teacher Dangeni School of Education University of Glasgow d.dangeni.1@research.gla.ac.uk

Chinese TESOL Learners’ Experience of Engagement and Cognitive Development Outline Rationale Research Questions and Research Design Data Collection Output

Student Engagement Teacher Cognition students know institutions believe think

Rationale

TESOL porgrammes https://cft.vanderbilt.edu/programs/cict/ https://www.pinterest.co.uk/pin/441915782177820942/

Research Questions Research Design Documentary analysis and participatory observation Audio diaries recordings River of experience interview with CTLs Semi-structured interviews with academic staff What approaches to learning are offered to Chinese TESOL learners (CTL) to facilitate their engagement with the programme? What are the perceptions and experiences of CTL’s of these approaches to learning? What opportunities are available to them? In what ways does CTL’s engagement within and outwith the TESOL programme affect the development of teacher cognition? What are regarded as the key factors?

Data Collection MSc TESOL Programme Handbook Phase one Phase two Phase three Phase four Sep. 2018 Sep.2018-Aug. 2019 Aug. 2019 Aug.-- Sep. 2019 MSc TESOL Programme Handbook https://twitter.com/wechatapp https://www.wikihow.com/Create-a-Group-Chat-on-WeChat Iantaffi, A. (2011) Travelling along ‘rivers of experience’: personal construct Psychology and visual metaphors in research. In P. Reavey (Ed.) Visual Methods in Psychology, pp. 271-283 Sussex: Psychology Press. https://www.caribbeanjobs.com/careeradvice/interview-tips

Output PhD thesis in 2020 The experiences, perceptions of Chinese TESOL learners and academic staffs with regard to the development of teacher cognition in this one-year programme will be reflected; The role of activities, learning engagement, the key factors shaping their teaching and learning to become an English language teacher, could provide a better understanding of the role of this teacher education route; A scientific thesis will be compiled based on the data collected in all phases of the research. This might also include a proposal for constructing a new model or framework based on the information gathered to develop their teacher cognition in the one-year postgraduate study period.

References Borg, S. (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do, Language Teaching, 36 (2), 81-109. Borg, S. (2006) Teacher Cognition and Language Education. London: Continuum. Copland, F., Viana, V., Bowker, D., Moran, E., Papageorgiou, I. and Shapira, M. (2017) ELT master’s courses in the UK: students’ expectations and experiences. Available at: https://www.teachingenglish.org.uk/sites/teacheng/files/Pub_ELTRA_H093_ELT_UK_Mast ers_courses_student_expectationsED.pdf (Accessed 19 October 2017). Trowler, V. (2010) Student Engagement Literature Review. Available at: https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf (Accessed 10 November 2017).

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