ABSTRACT
In this chapter, we suggest ways to examine the aspects of teaching that are the driving force behind every lesson: teacher cognitions. This approach allows you to understand better your own and others’ teaching and provides the mechanism with which you can engage in self-refl ection and improvement. As we have argued, what counts is the teacher’s cognition and how it comes into play at different times. Table 3.1 provides an overview of the nature of teacher cognitions and when it gets applied. The overarching aspects of teacher cognitions are teachers’ goals, knowledge, and beliefs. Other cognitions come into play at different times and in different ways: planning prior to the lesson, monitoring and regulating during the lesson, and evaluating and revising after the lesson.
