Description
Abstract
Teacher cognition is an important consideration in every teaching and learning context, and second language (L2) writing is no exception. This chapter presents a basic description of teacher cognition theory by drawing from some of the most salient literature of the last half century as well as some of the most current literature on the topic. It also provides practical ideas to help early-career writing practitioners understand teacher cognition in ways that will help them effectively identify and meet the needs of their writing students. This chapter encourages practitioners to engage in metacognitive practices designed to help them understand their own beliefs about the teaching and learning of writing, their unique teaching and learning context, and the specific needs of the individual students they teach.