Language Teachers’ Philosophies of Teaching

Bases for Development and Possible Lines of Investigation

Bibliographic Data

ID16843115
AuthorsGraham Crookes (0000-0003-4379-8553, University of Hawaiʻi at Mānoa, corresponding author)
Year2010
Volume4
Issue12
Pages1126-1136
Publication date2010-12-01
Open AccessYes
TypeARTICLE
VenueLanguage and Linguistics Compass (JOURNAL)
Journal identifiersISSN: 1749-818X • E-ISSN: 1749-818X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1749-818x.2010.00258.x
OpenAlexW2138864608
LanguageEN
Citations received1
References cited27

The area of philosophy of education provides resources for language teachers’ development of personal philosophies of teaching. The article reviews the need for such entities and discusses the conceptual resources available for their development as well as related research in applied linguistics. Although the field of teacher cognition is identified as a close neighbor of the area, the small amount of relevant empirical research available suggests that little is known about how language teachers develop philosophies of teaching or use resources in this area. A research agenda is advanced with an emphasis on aims in philosophies of teaching

Cognition · Empirical research · Engineering ethics · Epistemology · Mathematics education · Pedagogy · Sociology · Teaching philosophy · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Engineering · Philosophy · Psychology

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