1. 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

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

3. Student Engagement Teacher Cognition students know institutions
believe
think

4. Rationale

5. TESOL porgrammes https://cft.vanderbilt.edu/programs/cict/

6. 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?

7. 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
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 Sussex: Psychology Press.

8. 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.

9. 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),
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: ers_courses_student_expectationsED.pdf (Accessed 19 October 2017).
Trowler, V. (2010) Student Engagement Literature Review. Available at: (Accessed 10 November 2017).

10. Thank you