Iranian EFL Teacher Cognition in Contexts with Prescribed Methodology: Tracing Cognitive Dissonance

Farshad Ghasemi


Teachers’ preformed beliefs, experiences, and perceptions are often ignored or downplayed by institutes where methodology is prescribed. This may discord congruency of teachers’ core beliefs and their teaching practices by resulting in cognitive dissonance. Using cognitive dissonance questionnaire, class observation, and semi-structured interviews, we found that teachers with various professional profile experience and respond to dissonance differently considering the depth of the incongruity of their cognition. Additionally, a major shift was observed in experienced standard licensed teachers’ practices and cognition in dealing with dissonance through the impact of change provoking disequilibrium during their professional development.


Cognitive dissonance, Teachers’ beliefs, Teacher cognition, Teachers’ professional profiles

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