TY - JOUR ID - 14979 TI - Exploring Changes in TEFL Candidates’ Recurring Cognitive Patterns: A Scenario-Based Study JO - Issues in Language Teaching JA - ILT LA - en SN - 2322-3715 AU - Jafarpour Mamaghani, Homa AU - Parsaiyan, Seyyedeh Fahimeh AD - Department of English, Qazvin Branch, Islamic Azad University, Qazvin, Iran. AD - Department of English, Faculty of Literature, Alzahra University, Tehran, Iran Y1 - 2022 PY - 2022 VL - 11 IS - 1 SP - 359 EP - 390 KW - cognitive change KW - cognitive pattern KW - second language teacher cognition KW - problem-based teaching scenario KW - second language teacher education DO - 10.22054/ilt.2022.65663.673 N2 - Over the last three decades, Second Language Teacher Cognition (SLTC) and the factors affecting teachers’ cognitive patterns have turned into one of the concerns within the realm of Second Language Teacher Education (SLTE). The inconsistency of the findings concerning the role of teacher education courses in bridging the gap between theory and practice has highlighted the need for exploring new techniques to encourage teacher reflection and cognitive development. In line with this perceived need, in the present qualitative study, seven researcher-designed Problem-Based Teaching Scenarios (PBTS) were assigned to seven TEFL students to explore the cognitive patterns recurring in their responses. Besides, their transformation while generating practical pedagogical solutions to the posed problems were traced over the course of study. The analysis of the data collected through the PBTSs and a structured electronic interview revealed a number of cognitive patterns including thinking within the boundaries of the prior language learning experience, educational culture, teaching experience, and pedagogical content knowledge. Furthermore, three main cognitive changes namely, moving from not fully grasping the problem to providing well-ordered solutions, from imitating to partially reflecting, and from prescribing to describing were observed. It is hoped that the findings have pedagogical and practical implications for SLTE instructors, curriculum designers, materials developers, and researchers. UR - https://ilt.atu.ac.ir/article_14979.html L1 - https://ilt.atu.ac.ir/article_14979_f9189cf7483a55473d0760a59671986b.pdf ER -