The concept of reflective case study in teacher training education and its associated multi-dimensional benefits is a highly maintained thesis in the literature. The present paper stems from this thesis and conceptualizes the learning outcomes from my lived experience as a learner during the entire course of Second Language Teaching in Practice (SLTP).
This reflection is nurtured by ideas drawn from the different course readings and lecture notes, ideas shared with peers, observations held from the peer teaching and feedback received or heard others being given in the five- week peer teaching activity. All this multi directional input interacted with the teacher I have been for ten years and teacher trainer for six uninterrupted years.
It presents a descriptive, socio- cultural account of the case study while providing a metacognitive analysis of the effect of being exposed to the course. Under this we present four major sections; the teacher’s role, the learner’s role, the role of culture in ELT and ‘which English to teach’ section. The final conclusion reiterates the major points and the implications of the discussed points on the case study’s teaching profession journey.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Case study description
- Metacognitive analysis of the case study.
- Teacher role perceptions
- From the teacher's 'controller role' to teacher's multiple roles
- Dealing with power
- Learner perceptions
- From the learner as a 'subservient knowledge receiver' to the learner as 'a resourcefulindividual'
- Which methodology?
- From 'single method' teaching to ‘principled eclecticism' teaching
- Teaching and learning tools
- From ICT phobia through ICT philia towards moderated ICT use in ESL/EFL teaching
- English Language teaching learnability
- From the English nativeness paradigm to English teaching learnability
- Teacher role perceptions
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This case study examines the author's journey from an experienced teacher trainer to a trained teacher and better teacher trainer. It explores the author's metacognitive transformation through reflective practice, analyzing their shifting perceptions of the teacher's role, the learner's role, teaching methodologies, and the role of technology in ESL/EFL teaching.
- The evolving role of the teacher from a controller to a facilitator of learning.
- The importance of learner-centered teaching and empowering learners as resourceful individuals.
- The shift from a single-method approach to a more principled and eclectic approach to teaching.
- The impact of cultural contexts and social power dynamics on teaching and learning.
- The integration of technology in ESL/EFL teaching.
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the concept of reflective case study in teacher training and highlights its benefits for teacher-learners. It establishes the author's background as a long-time English teacher and trainer and outlines the structure of the paper.
- Case study description: This chapter provides a detailed account of the author's socio-cultural background and the specific context of English language learning in Burundi. It describes the author's experience as both an English learner and teacher in the Burundi sociocultural context, emphasizing the limited English input available to students.
- Metacognitive analysis of the case study: This chapter explores the author's metacognitive journey through the SLTP course. It focuses on their evolving perceptions of the teacher's role, the learner's role, teaching methodologies, and the role of technology in ESL/EFL teaching. This analysis is structured around the concept of shifting from past perceptions to new understandings of ELT.
Schlüsselwörter (Keywords)
This case study focuses on key themes such as reflective practice, metacognition, teacher training, ESL/EFL teaching, learner-centered pedagogy, cultural context, technology integration, and the evolving role of the teacher.
- 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
