OPTIMIZING PRE-SERVICE ENGLISH TEACHER COGNITION THROUGH COGNITIVE CONFLICTS

Abstract

Cognitive conflict can be valuable for optimizing pre-service English teacher cognition. This paper firstly makes a review of the conceptualization of cognitive conflict. Then, it discusses the implications of cognitive conflict for English teacher education. Lastly, it introduces strategies to use cognitive conflicts to optimize pre-service English teacher cognition. A supportive and safe environment can facilitate the resolution of cognitive conflict by reducing the impact of negative affection and facilitating pre-service teachers to regulate their emotion, and encouraging self inquiry of pre-service English teachers.