The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition
Open accessAbstract
The overarching project of the conceptual and empirical contributions in this special issue is to redraw boundaries for language teacher cognition research. Our aim in this final article is to complement the foregoing collection of articles by conceptualizing ontologically and methodologically past and current trajectories in language teacher cognition research and synthesizing various themes that arise across this body of work. To that end, we begin by first making the case for the construct under examination and posing some key questions: What is the nature of the mind that we are examining in language teacher cognition research? How have conceptualizations of that mind changed over the period that language teacher cognition research has emerged as a field of empirical study? We then consider how the mind in language teacher cognition research has been studied ontologically, and the conceptual advances that have characterized such research. We conclude by examining how studies in this collection reflect our account of these changes over time.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Borg, S. (2003) · Language Teaching · doi:10.1017/s0261444803001903 · Cited by 2,543
Busch, D. (2010) · Language Teaching Research · doi:10.1177/1362168810365239 · Cited by 218
Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
NISHINO, T. (2012) · The Modern Language Journal · doi:10.1111/j.1540-4781.2012.01364.x · Cited by 131
Cited by
Introduction: Identity, Transdisciplinarity, and the Good Language Teacher
De Costa, P. I., & Norton, B. (2017) · The Modern Language Journal · doi:10.1111/modl.12368 · Cited by 426
Metadata
- Authors
- BURNS, A., FREEMAN, D., & EDWARDS, E.
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2015-09
- Volume
- 99
- Issue
- 3
- Pages
- 585-601
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W1921132998
- Cited by
- 194
- References
- 4
- FWCI
- 86.41
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition. https://app.cochat.ai/papers/10.1111/modl.12245
- The paper
- BURNS, A., FREEMAN, D., & EDWARDS, E. (2015). Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition. The Modern Language Journal. https://doi.org/10.1111/modl.12245
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
