Cognitive apprenticeship (CA) in TEFL : investigating teachers’ attitudes
| [Abstract] | |
| Type | Article |
| Author | al-Tonsi, Hager Gamal Ahmed Labib. Lecturer, Curriculum and Methods of Teaching English, Faculty of Education, Arish University |
| Pages | pp. 2-47 |
| Host Item Entry |
Journal of Faculty of Education - Menofia University. no. 3, 2018
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| Electronic Location |
Full text (PDF)
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| Descriptors | Cognitive development - Modern language instruction - English - Language teachers - Teacher attitudes |
| Language of document | English |
| Country | Egypt |
Teaching English as a Foreign Language (TEFL) aims to develop long- life learners. Students need to be able to develop their language skills autonomously. Cognitive apprenticeship (CA) aims to enable students to acquire the skills needed to be experts in the field. CA ensures a dynamic interaction between students and their teachers while performing the learning tasks. The teacher organizes the learning environment to maintain using different interactive methods to offer the content. Sequencing of the content and skills developed is considered. The social learning opportunities prepares students to be responsible students. Teachers’ attitude towards CA affects its application. This research discussed cognitive apprenticeship (CA) as a means to organize EFL instruction. Then, it investigated EFL teachers’ attitudes towards CA. Results of the Chi- square Test indicated that EFL teachers had positive attitudes towards CA. (Published abstract)
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| al-Tonsi, Hager Gamal Ahmed Labib. (2018). Cognitive apprenticeship (CA) in TEFL : investigating teachers’ attitudes. Journal of Faculty of Education - Menofia University. no. 3, 2018. pp. 2-47 Retrieved from search.shamaa.org |