THE SCIENTIFIC AND PEDAGOGICAL INFLUENCE OF TEACHER COGNITION THEORY ON METHOD SELECTION IN THE EDUCATIONAL PROCESS

Abstract

This article examines Teacher Cognition Theory, an important concept in applied linguistics. It highlights the cognitive nature of the teaching process and explains how teachers’ abilities, knowledge, experiences, and mental models influence their methodological decision-making. The article describes the impact of these cognitive factors on method selection, classroom interaction patterns, and teachers’ attitudes toward pedagogical innovations. It further explores the influence of digital transformation on teacher cognition, including the opportunities and challenges presented by modern educational technologies. Effective professional development is shown to be closely linked to changes in the teacher’s cognitive system. Therefore, a deep understanding of the cognitive foundations of teaching is essential for improving contemporary language education.