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It explores how the intensive English program curriculum influences novice teachers’ cognitions. Qualitative data from two Turkish novice English teachers show that teachers struggled to realize curriculum objectives, facing confusion about curriculum expectations and tensions between beliefs and classroom practices. 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It looks at how curriculum objectives shape beliefs and classroom practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Two Turkish novice English teachers participated, and the study used qualitative data collection. The goal was to capture how teachers experience curriculum requirements in practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did the teachers encounter?",{"text":121,"@type":113},"Teachers faced confusion about curriculum followed in their teaching context. They also experienced tensions between their beliefs and practices, which led them to compromise their own beliefs during instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593765,1792166195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 9 | Article 1 |\n| --- | --- |\n| 2017\u003Cbr>Influences of Instructional Policies on Novice Teacher Cognition: Help or a Hindrance?\u003Cbr>Gokcen Gok Kaca\u003Cbr>Middle East Technical University Northern Cyprus Campus, Northern Cyprus\u003Cbr>Nur Yigitoglu\u003Cbr>Bogazici University, Turkey, [nuryigitoglu@gmail.com](nuryigitoglu@gmail.com) |  |\n\nRecommended Citation  \nGok Kaca, G., & Yigitoglu, N. (2017). Influences of Instructional Policies on Novice Teacher Cognition: Help or a Hindrance?. Australian Journal of Teacher Education, 42 (9).  \n[http://dx.doi.org/10.14221/ajte.2017v42n9.1](http://dx.doi.org/10.14221/ajte.2017v42n9.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss9/1](http://ro.ecu.edu.au/ajte/vol42/iss9/1)  \nAustralian Journal of Teacher Education  \nInfluences of Curriculum on Novice Teacher Cognition:  \na Help or a Hindrance?  \nGökçen Gök Kaça1  \nMiddle East Technical University, Northern Cyprus  \nNur Yiğitoğlu  \nBogazici University, Turkey  \nAbstract: This study investigates how novice English as a foreign  \nlanguage teachers (EFL) navigate their teaching in a university  \nsetting while attending an in-service teacher training program to  \nimprove their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice  \nteachers’ cognitions. Two Turkish novice teachers of English took  \npart in this study, in which qualitative data collection was employed.  \nFindings revealed that the teachers encountered certain challenges in  \nrealizing the curriculum objectives. These included confusions  \nregarding the curriculum followed in their teaching context and  \ntensions between their beliefs and practices while realizing the  \ncurriculum objectives which prevented them from teaching in line  \nwith their beliefs. The study also found that the teachers responded to the curriculum requirements in classrooms in different ways mostly compromising their own beliefs. The teachers’ classroom practices  \ncoupled with the influences of the curriculum on their beliefs and  \npractices indicated that the curriculum was a hindrance for them  \nrather than a help. This calls for a more inclusive approach to  \ncurriculum development. The study suggests that institutions should  \nencourage teachers’participation in decision-making processes of  \ncurriculum development and implementation. Otherwise, teachers  \nwill feel disempowered in the interpretation and application of the  \ncurriculum in their teaching contexts.  \nIntroduction  \nWith the growing interest in exploring teachers’ mental lives over the last 30 years (Borg, 2006), there has been a fundemental change in the way the work of teachers is interpreted in educational research. Until the mid-1970s, teachers were considered to be people who mastered and readily applied a set of general principles and theories developed by experts (Freeman, 2002) . Thus, general educational research focused on the causal link between teachers’ behaviors and student learning. However, with the advent of constructivism and cognitive psychology in the mid-70s, a new body of research that viewed teachers as the cornerstone of the teaching process emerged (Fang, 1996; Shavelson & Stern, 1981) . The new paradigm acknowledged teachers’ role as active decision-makers who could construct their own workable theories (Freeman & Johnson, 1998) . This made understanding  \n1 This article is a part of the first author’s MA thesis completed at Middle East Technical University Northern Cyprus Campus.  \nVol 42, 9, September 2017 1  \nAustralian Journal of Teacher Education  \nof these cognitive processes crucial and paved the way for research on teacher cognition (Borg, 2003, p. 81). ) . Teacher cognition is defined as “what teachers know, believe, and think”(Borg, 2003, p. 81) . Studies on teacher cognition aim to explore the beliefs teachers hold about their pedagogi","cbCaijeKf0IWVEub","https://ap.wps.com/l/cbCaijeKf0IWVEub","pdf",850499,23,"English","# Abstract\n# Introduction\n## Teacher cognition and research change\n## Gaps in studies on novice teachers’ cognition\n## Curriculum as an influence in teaching contexts","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how instructional policies and an intensive English program curriculum influence novice EFL teachers’ cognitions. It looks at how curriculum objectives shape beliefs and classroom practices.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Two Turkish novice English teachers participated, and the study used qualitative data collection. The goal was to capture how teachers experience curriculum requirements in practice.\"},{\"question\":\"What challenges did the teachers encounter?\",\"answer\":\"Teachers faced confusion about curriculum followed in their teaching context. They also experienced tensions between their beliefs and practices, which led them to compromise their own beliefs during instruction.\"}]","Influences of Instructional Policies on Novice Teacher Cognition: Help or a Hindrance? - Article 1 | PDF",1792077874,58]