This study explores the motivational components within Teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to Teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on Teacher motivation, factors influencing Teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster Teacher motivation and job satisfaction through improvements in the rating system.

Some engravings are meant to be adored and some possibly abhorred. Teacher cognition, as a meant-to-be-praised engraving, is defined by Borg (2003, p. 81) as “the unobservable cognitive dimension of teaching what Teachers know, believe, and think.” This concept in teaching has recently gained momentum meaning that Teachers learn so much about their teaching through the vast experience they have gathered as learners (Nespor, 1987). A Teacher’s idea about teaching and the methodologies employed is largely shaped by his/her cognition about the whole story of teaching. In this study, through a structured questionnaire, some open-ended questions, and a thorough interview, the researchers tried to delve into some deep-rooted beliefs and teaching conceptions of six EFL Teachers, which had led them to decide on delicate issues in the classroom. This was done with the intention to unravel the mysteries in their practice and to see if there was a way out. A few not-so-much-spotted problems are traced and general panoramas of what is going on in classes based on Teachers’ cognition are depicted. Some implications and areas of research on Teacher cognition are introduced at the end.

Recent research has revealed huge interest in pursuing studies on Teachers’ cognition. The present paper is a case study designed to investigate a pre-service Teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service Teacher called Ali (a fictitious name) volunteered to participate in this study prior to attending his Teacher Training Course (henceforth TTC) held by the ILI. In order to unravel his beliefs about corrective feedback and the sources of such beliefs, a questionnaire developed by the researchers was given to him to complete. Later on, an informal interview was conducted by the second researcher in order to fathom Ali’s beliefs and also meet the triangulation criteria. Two weeks later, after Ali was officially employed as an English Teacher at the ILI, the second researcher observed his class to see how far Ali’s beliefs had altered after the TTC. The observation session revealed a modification and change in Ali’s beliefs. The findings indicated that his beliefs had rigorously changed after the TTC. The results are hence reported and discussed fully with possible pedagogical implications and rich areas of research for further exploration.

Introduction: The present study is an attempt to explain the components of the Teacher education curriculum based on the situated cognition theory. This theory, with a new attitude to the cognition and learning, believes that these two categories have been applied in specific situations. Therefore, people need to be involved in real-world situations to gain authentic knowledge. Methods: Based on the perspective of situated cognition theory, the four main components of the Teacher education curriculum, including teaching-learning opportunities, learning strategies, and evaluation were explained using theoretical inquiry. A prescriptive model of Teacher education curriculum was presented in the form of teaching and learning strategies. This prescriptive model underlies the two concepts of cognitive apprenticeship and community of practice using learning opportunities to achieve the goals of the curriculum. The hidden evaluation component in the prescriptive model carried out to assess the process and output results. Results: The findings of the present study were discussed in terms of components such as goals, teaching-learning opportunities, learning strategies, and evaluation. In the goals section, four goals were focused on transferring well-appointed and applied knowledge to learners, social construction of meaning, training efficient and productive professional Teachers, and shaping learners’ professional identities. Learning opportunities have focused on doing authentic practices, discourse, narrative writing, scenario building, design, and visualization of their professional perceptions. Learning opportunities at the heart of two learning strategies, including cognitive apprenticeship, and communities of practice will accomplish the mentioned goals. Finally, the validated and authentic evaluation was proposed to evaluate the designed curriculum. Conclusion: Researchers believe that the application of the curriculum framework based on the situated cognition theory in Teacher education contributes to reducing the gap between theoretical and practical knowledge, and as a result, between theory and practice.

This paper aimed at investigating the theory of situated cognition and its possible application in Teacher education. Based on new perspectives in the field of cognitive science, cognition and its related components are not limited to the mind and mental processes. From the perspective of this theory, knowledge is distributed and is actively produced by participating in the different situations, the authentic activities and living in its special culture. The current paper based on the perspective of situated cognition theory (SCT) and referring to normative inquiry explains the educational principles of SCT by using document and inference analysis. These principles included learning in context, community of practice, learning as active participation, knowledge in action, mediation of artifacts, tools and artifacts as cultural repositories, rules, norms and beliefs, history, levels of scale, interactionism, and identity and constructions of the self. Then, the application of each of these principles in Teacher education was explained. Finally, the paper proposeed two key strategies including implemention of cognitive apprenticeship and forming community of practice to apply the SCT in the educational systems in Iran in general and particularly in Teacher education.

Teacher factors encompass the Teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language Teacher immunity is one of the affective factors that determines the Teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ Teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL Teachers including 38 novice and 24 experienced Teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their Teacher immunity philosophy. The findings of the study indicated that while the novice Teachers considered external support as the main factor in their philosophy, the experienced Teachers regarded their internal strength as the decisive factor that influenced their Teacher immunity philosophy. The findings may have practical implications for Teacher education courses in foreign language contexts.

Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of Teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of Teachers' EAP cognitions for granted and few studies, if any, have sought to examine in-service Teachers' tacitly-held cognitions on EAP. This study aimed to examine in-service Teachers' cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP Teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the Teachers' cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual Teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP Teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP Teacher education and research.

There is little understanding of the processes and means involved in Teacher learning. Further research is needed to better understand what happens when Teachers learn. Therefore, using sociocultural theory (SCT) as a theoretical framework, English for Academic Purposes (EAP) Teacher learning was documented and examined. To achieve this goal, an in-depth description of nine in-service EAP Teachers’ experience as they professionally learned was provided. The participating Teachers’ learning was traced from an analysis of their current cognitions on EAP towards reaching a deeper understanding of the issues as mediated during dialogical interactions. Constant comparative analysis was used to analyze the data collected through observation, recordings and field notes. The findings showed that reaching an expert’s understanding involved the processes of externalizing current cognitions, verbalizing emerging understanding and full transformation in the individual’s thinking. Mediational moves (means of learning) were found to be contingent on Teacher-learners’ learning needs. ‘Narrating’, ‘judgmental speech’ and ‘externalization’ were shown to provide space for using the potential of ‘speech’ and ‘others’. The findings of this study might promise some implications for Teacher education.

Introduction: The relationship of meta-cognition as a common concept in pedagogy, with the learning process is undeniable. Pedagogical researchers are highly interested in the type and level of learners' required knowledge. In order to enable learners to have an independent reflection in confronting with various problems, educational systems are obliged to emphasize on meta-cognitive learning and "learning how to learn". The capacity to gain cognition and control over the context to be learnt is known as meta-cognition and plays an important role in improvement and development of cognitive functions and can develop learning skills. Metacognition plays a significant role in successful learning, so that more powerful cognition skills of learners will lead to more success in learning. In other words, learner should play an active role in learning process and learn to evaluate his learning process and apply new styles of learning in case of any failure in former ones.Conclusion: Teaching learners the meta-cognitive skills plays a significant role in empowerment of students’ learning efficacy; therefore, Teachers have to focus on this point in order to turn students into active learners.