Chen Feifei, Abdullah Rohaya Binti
Department of College English, Zhejiang Yuexiu University, Shaoxing, China.
School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
Front Psychol. 2022 Mar 3;13:820042. doi: 10.3389/fpsyg.2022.820042. eCollection 2022.
Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students' academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers' cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers' equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.
参与外语教学（EFL）的教师在实现教育公平的过程中发挥着重要作用。教师认知在塑造教师实践方面具有很大影响力，从而影响学生的学业成绩。然而，尽管外语教师作为公平推动者的角色已得到认可，但很少有研究从认知和实践方面对外语教师进行深入探讨。此外，没有综述性研究充分关注在教育公平背景下阐明外语教师认知与实践之间相互关系的任务。因此，为了提供一个新颖的视角并对该研究领域产生新的见解，本研究试图解释这些概念的内涵，突出外语教师以公平为导向的认知与实践之间的相互作用，并确定在整个教学过程中可能产生影响的经验因素和背景因素。最后，还讨论了对于那些希望将教育作为实现公平手段的教师、研究人员、政策制定者和社会正义领导者的实际意义和方向。
