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The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study


Case Study, 2013

13 Pages


Excerpt


Inhaltsverzeichnis

1.Introduction

2. Case study description

3. Metacognitive analysis of the case study
3.1. Teacher role perceptions
3.1.1. From the teacher’s ‘controller role’ to teacher’s multiple roles
3.1.2. Dealing with power
3.2. Learner perceptions
3.2.1. From the learner as a ‘subservient knowledge receiver’ to the learner as ‘a resourcefulindividual’
3.3. Which methodology?
3.3.1. From ‘single method’ teaching to ‘principled eclecticism’ teaching
3.4. Teaching and learning tools
3.4.1. From ICT phobia through ICT philia towards moderated ICT use in ESL/EFL teaching
3.5.English Language teaching learnability
3.5.1. From the English nativeness paradigm to English teaching learnability

4. Conclusion

List of references

Excerpt out of 13 pages

Details

Title
The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study
College
Griffith University
Author
Year
2013
Pages
13
Catalog Number
V511722
ISBN (eBook)
9783346090430
ISBN (Book)
9783346090447
Language
English
Keywords
metacognitive, case, reflective, trained, trainer, teacher, experienced, from, journey, study
Quote paper
Alice Rwamo (Author), 2013, The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study, Munich, GRIN Verlag, https://www.grin.com/document/511722

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