REVIEW ARTICLE
TEACHERS AS LEARNERS: LEARNING TO LEARN
THROUGH STRATEGY TRAINING
PART II. ‘STRATEGIC’ TEACHER COMPETENCES
1
Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej
Publication date: 2019-07-22
Corresponding author
Małgorzata Dąbrowska
Małgorzata Dąbrowska, Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii, ul. Sidorska 102, 21-500 Biała Podlaska, e-mail: malda@vp.pl, tel.: 83 344 99 00
Małgorzata Dąbrowska, Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Wydział Nauk o Zdrowiu i Nauk Społecznych, Katedra Nauk Humanistycznych i Społecznych, Zakład Neofilologii, ul. Sidorska 102, 21-500 Biała Podlaska, e-mail: malda@vp.pl, tel.: 83 344 99 00
Rozprawy Społeczne/Social Dissertations 2016;10(1):23-30
KEYWORDS
learning to learnself-regulated learninglearning strategiesstrategyinstruction‘strategic’ teacher competences
ABSTRACT
This article is the second part of a series of three articles on the importance of implementing
the learning to learn idea in pre-service teacher education and in the qualified teacher’s
career. It aims to discuss the theoretical foundation of learning strategy instruction,
present a number of practical strategy training schemes which can be used in the language
classroom, and analyze essential roles and tasks modern second/foreign language teachers
need to be able to perform in order to help learners learn to learn. Since successful teaching
necessitates developing personalized skills and strategies necessary for further, continued or
lifelong learning, the author emphasizes the need for educating ‘strategic’ language teachers
prepared to foster learner self-regulated learning through direct, or fully informed, strategy
training.
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