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

Case Study from the year 2013 in the subject Pedagogy - The Teacher, Educational Leadership, Griffith University, language: English, abstract: 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.