Student Teachers’ Cognition in Literature Teaching: From Planning to Planting

Lynn M. Besa

Abstract


Teacher cognition is one of the many factors perceived to influence in literature teaching. What teachers believe and think affect their teaching. Therefore, this study was conducted to explore student teachers’ views in literature and literature teaching and how such beliefs were reflected in their plans and actual teaching. In the conduct of the study, triangulation method which included survey, observation and interview were employed as part of the quantitative analysis while content analysis was used in qualitative part of the study. The result indicates that there is congruence between the student teachers’ (STs) view in literature and literature teaching. In addition, it was evident that their plans were religiously executed. However, it was uncovered that the STs’ views in literature and literature teaching were not congruent with their lesson plans (LPs) in which, the divergence was found to be dominantly influenced by their early education. 


Keywords


Keywords: congruence, lesson plan, literature teaching, teacher cognition, student teacher

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References


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International Journal of Humanities and Social Sciences

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