Pedagogical Beliefs as a Foundation of Teacher Cognition in English Language Teaching

Abstract

This study explores the central role of pedagogical beliefs in shaping teacher cognition within English Language Teaching (ELT) by synthesizing perspectives from Borg, Calderhead, and Johnson. Findings indicate that pedagogical beliefs function as the foundation of teacher cognition, guiding teachers’ interpretations of knowledge, classroom practices, and professional decisions. Teacher thinking, as conceptualized by Calderhead, reveals that decision-making in the classroom is mediated by beliefs that filter teachers’ perceptions and shape instructional choices, even under contextual pressures. Johnson further emphasizes that teachers’ beliefs about language and its acquisition serve as the interpretive lens through which pedagogical orientations are enacted, though often negotiated against institutional demands and learner needs. Taken together, the literature highlights the dynamic interplay between belief systems, cognition, and contextual realities, underscoring the importance of reflective practice and professional development that explicitly engage with teachers’ underlying beliefs. This synthesis suggests that addressing pedagogical beliefs is critical for fostering coherence between teachers’ cognition and classroom practice, ultimately contributing to more effective and sustainable approaches in ELT.