Language Teacher Cognition Research on Factors Affecting Expert English Teachers' Textbook Consumption

Abstract

　　The present study explores factors affecting expert teachers' textbook consumption in terms of language teacher cognition. While textbooks have a valuable role in supporting teachers and learners with language elements and activities, they could be constraints on teachers who are required to use them. Previous studies have revealed how schooling, professional coursework, and contextual factors surrounding classroom practices are co-related. However, little is known especially about secondary schools in a Japanese context. This study thus follows four leading teachers at junior high schools in the same prefecture. Classroom observation and two semistructured interviews were conducted in each case. The interview data was recorded, transcribed and analysed using the qualitative research method, Trajectory Equifinality Model (TEM). The analyses indicated that affective, cognitive and contextual factors have an influence on their textbook use. These findings would be valuable information for teachers, teacher educators and textbook publishers.