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


Estudio de caso, 2013

13 Páginas


Extracto


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

Final del extracto de 13 páginas

Detalles

Título
The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study
Universidad
Griffith University
Autor
Año
2013
Páginas
13
No. de catálogo
V511722
ISBN (Ebook)
9783346090430
ISBN (Libro)
9783346090447
Idioma
Inglés
Palabras clave
metacognitive, case, reflective, trained, trainer, teacher, experienced, from, journey, study
Citar trabajo
Alice Rwamo (Autor), 2013, The Metacognitive Journey from an "Experienced" Teacher Trainer to a Trained Teacher. A Reflective Case Study, Múnich, GRIN Verlag, https://www.grin.com/document/511722

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