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.
Table of Contents
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
Objectives and Themes
The primary objective of this study is to reflect upon the personal pedagogical evolution of an experienced teacher trainer through participation in a Second Language Teaching in Practice (SLTP) course. The research explores the transition from traditional, authoritative teaching habits toward a more reflective, learner-centered approach by analyzing the intersection of existing professional experience and new theoretical insights.
- Reflective practice in teacher training education
- The shift from traditional teacher control to multiple teaching roles
- Redefining learner perceptions and classroom dynamics
- Adopting principled eclecticism in teaching methodologies
- The role of ICT and its moderated integration in the ESL/EFL classroom
- Demystifying the native speaker paradigm in English teaching
Excerpt from the Book
3.1.1. From the teacher’s ‘controller role’ to teacher’s multiple roles
As a practitioner of the traditional grammar teaching method, my attitude towards learners displayed too much power and I was unable to introspectively see it.But readings on this course as well as exposure to different methods provided me with first an awareness to my perception of the role of a teacher and insights on where that “over” power was rooted as well as strategies to moderate it.
In fact, as Li and Baldauf (2011) suggest there are external factors that constrain effective language teaching. They highlight that there is a positive correlation between teacher’s attitudes and the educational policyand curriculum that need to be taught. Unpacking this broughtme to retrospect and introspect on my attitude as a teacher in relation to the particular national curriculum at the Institute for Applied Pedagogy. In fact, thecurriculum I had to follow constrained me to standardise the teaching and systematize it and learners’ competencies are measured by standardised tests. This impacted on my teaching as I had no time to care much on what I was doing but rather was an alienated executor of the plan.The plan I had to follow obliged me to maximise content delivery and therefore I could not focus on creating lessons that involved inquiry. What counted the most was following moving with the plan even when students did not get the concept rather than ‘harping’ on it.This interweaves with the fact that the Burundi culture of power, whereby a teacher and an English teacher especially is always associated with prestige, high esteem and respect. The interaction of these factors had an effect on my teaching as I was less learner concerned but more curriculum concerned, less cooperative but more of a controller and authoritative.
Summary of Chapters
1.Introduction: This chapter introduces the theoretical importance of reflective practice in teacher education and explains the methodology of the paper as a self-reflective account of the SLTP course.
2. Case study description: The author provides a background on their professional life in Burundi, describing the socio-cultural and educational context that shaped their initial teaching practices.
3. Metacognitive analysis of the case study: This section serves as the core of the document, detailing the author's internal shift from previous routines to new understandings of ELT through structured reflection.
3.1. Teacher role perceptions: This chapter examines the transition from a power-based, controller role to a flexible approach that adapts to curriculum needs and learner characteristics.
3.1.1. From the teacher’s ‘controller role’ to teacher’s multiple roles: The author analyzes how external pressures and cultural expectations previously led to a rigid, authoritative teaching style.
3.1.2. Dealing with power: This chapter explores strategies for moderating teacher influence and promoting classroom interaction despite curriculum constraints.
3.2. Learner perceptions: This chapter discusses how re-evaluating the definition of a learner as an individual rather than a passive recipient changes teaching effectiveness.
3.2.1. From the learner as a ‘subservient knowledge receiver’ to the learner as ‘a resourcefulindividual’: The author highlights the importance of recognizing the learner's individual agency and the impact of class size on learning outcomes.
3.3. Which methodology?: This chapter challenges the idea of using a single method, advocating instead for an eclectic, context-sensitive approach.
3.3.1. From ‘single method’ teaching to ‘principled eclecticism’ teaching: The author explains the move toward using various teaching methods based on the specific educational context and material content.
3.4. Teaching and learning tools: This chapter reviews the influence of teacher attitudes on the implementation of technology in the classroom.
3.4.1. From ICT phobia through ICT philia towards moderated ICT use in ESL/EFL teaching: The author details the journey from initial skepticism toward technology to a balanced, pedagogical integration of multimedia.
3.5.English Language teaching learnability: This chapter addresses misconceptions regarding language proficiency and teaching competence.
3.5.1. From the English nativeness paradigm to English teaching learnability: The author debunks the "native speaker" ideal, concluding that effective teaching is a skill to be learned, not an innate trait.
4. Conclusion: The concluding chapter summarizes how the SLTP course helped reshape misconceptions and emphasizes the value of tacit knowledge in professional growth.
Keywords
Reflective practice, teacher training, SLTP, metacognition, learner-centered, principled eclecticism, teacher role, Burundi, ICT, ESL, EFL, language teaching, classroom interaction, professional development, pedagogical awareness.
Frequently Asked Questions
What is the core focus of this case study?
The study provides a personal, reflective account of how an experienced teacher trainer evaluated and transformed their pedagogical framework during an intensive SLTP course.
What are the central themes explored in the text?
Central themes include the redefinition of the teacher's role, the shift toward learner-centered instruction, the adoption of eclectic teaching methods, and the balanced integration of ICT in the classroom.
What is the primary goal of the author?
The goal is to demonstrate how critical reflection can bridge the gap between existing professional experience and new educational theories to improve teaching effectiveness.
Which methodology is applied in this research?
The work utilizes a reflective case study methodology, drawing upon lived experiences, literature reviews, and observations made during a peer-teaching activity.
What does the main body of the paper cover?
The main body focuses on a metacognitive analysis of the author's changing perceptions regarding their role as a teacher, their view of learners, pedagogical methodologies, and the use of educational tools.
Which keywords best characterize this work?
Keywords include Reflective practice, teacher training, pedagogical awareness, learner-centered instruction, and teacher development.
How did the author's perception of "native speakers" change?
The author realized that being a native English speaker is not synonymous with teaching efficiency and that pedagogical skills are acquired through training rather than being innate.
What role does ICT play in the author's revised teaching philosophy?
While initially wary of technology, the author shifted toward "ICT philia," ultimately advocating for a moderated, purposeful use of multimedia to address diverse student learning styles.
How does the Burundi socio-cultural context influence the findings?
The context of a former Belgian colony with limited English exposure highlights the struggle between rigid, authoritative power dynamics and the need for more interactive, student-focused teaching.
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- Alice Rwamo (Autor:in), 2013, The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study, München, GRIN Verlag, https://www.grin.com/document/511722
