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Teacher Cognition of Learning Beyond the Classroom #565

This research explores teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes during an inquiry into student learning from an ecological perspective. The development of teacher beliefs, their subsequent actions in teaching, and their reconceptualization of their roles are examined using a multiple case study design involving narrative and thematic analyses of multiple data sources, mind map drawings, semi-structured interviews, and reflective journal entries by the researcher.