Vol. 6, Issue 1 (2020)
An investigative study of EFL Teachers’ cognitive development characteristic model in western rural areas
Author(s): Dan Yang
Abstract: This study intends to conduct in-depth interviews with three teachers selected from the rural English teachers participating in the “national education plan” of G province in 2019, to explore the cognitive concerns of the three participants in the early, middle and stable stages of the foreign language curriculum reforms. Based on Pennington’s teacher cognition transformation model (1998), the researcher optimized the model and structured a western rural English teacher’s cognition development process model, exposing teachers’ focus on external procedural regulation at the initial stage, interpersonal relationship regulation at the mid-stage and concept interpretation at the stable stage.