PRE-SERVICE ENGLISH TEACHERS’ COGNITION OF TEACHING ENGLISH AT PRIMARY SCHOOLS

Abstract

 This study investigated student teachers’ cognition in learning a Teaching English at Primary
Schools (TEPS) course. The data were collected by means of microteaching observations, lesson plans
and an in-depth interview with eight students after they finished the TEPS course. The findings indicated
that the pre-service teachers made improvements of TEPS knowledge, child-friendly management skills
and lesson activities. Most of their understandings were congruent with the theories presented in the
course. The findings also reveal that contextual factors are influences in the translation of cognition into
teaching practices.