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Abstract
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Cognition promotes learning and teaching by critically analyzing teachers’ beliefs because as Li (2020) argued, teachers’ thinking can influence everything in classrooms, meaning that what and how teachers think, directly influence their practice as well as their behavior with students. Therefore, their pedagogical knowledge as well its relationship with practical knowledge become significant (Gatbonton, 2008). Given the importance of teacher cognition in teacher education, the present research which is within the domain of teaching English as a foreign language (TEFL) will try to show the teachers’ cognition in terms of CP and its effects on their identity and agency. In general, the current study is based on the qualitative research approach in order to provide a more comprehensive and deeper view of teachers’ cognitions of CP in second language teacher education.
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