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Combining Case Study Design And Constructivist Grounded Theory To Theorize Language Teacher Cognition, Eman I. M. Alzaanin Dr

The Qualitative Report

Although second language (L2) teacher cognition has been a sustained area of research in the field of L2 teacher education for the last three decades, designing an appropriate methodology to investigate teacher cognition is still a key challenge due to the unobservable nature of cognition. Teacher cognition is defined as “what teachers know, believe, and think” (Borg, 2003, p. 81). This article seeks to enable researchers who are interested in exploring L2 teacher cognition to design qualitative multiple case study research and to use constructivist grounded theory to data analysis to build theoretical models that capture L2 teachers’ cognitions. I …