School of Education
TEACHER COGNITION AND PRACTICES IN A LOW-SES SCHOOL: A CASE STUDY OF FOUR TEACHERS
This study examined the cognition and practices of four teachers in low–SES schools. The study explored how the teachers’ schooling, professional coursework, classroom practices, and contextual factors affected their teaching. The conceptual framework for the study came from Borg’s (2003) representation of cognition for language teachers. The findings showed the teachers’ cognition was influenced by schooling, classroom practices, and contextual factors, but not professional coursework.