The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the

This book examines how and what teachers think in their practice of language teaching.

This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what teachers know, think, believe and do in

This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the edito