Leading an engaged teaching-learning process involves considering a bidirectional transfer of knowledge between teachers and students, since it is about favoring an educational interaction environment where students are not only limited to participate in a traditional way, but expect to find meaning to their learning experience and be able to build the acquired knowledge. It’s a dialectical unit between either instruction and education or teaching and learning that would allow to identify a stage of reflection and critical thinking toward the new educational models. In other words, a field where teachers are asked to transform their role as exhibitors of knowledge to learning facilitators, and students from spectators to active participants, proactive and critical members in the construction of their own knowledge. This article discusses and illustrates the important relation between three essential axes that would benefit the collective though to get a better understanding of the perception of the teaching-learning process from the perspective and conviction of each participant; interactive action when participating in the classroom or at a distance; and, results of the behavior of the main actors, the educator and the student. Through different insight on stages, practices and methodologies, this article presents a pedagogical tool that could facilitate the organization and the establishment of a follow-up in an actual form and thus contribute to the improvement of the study programs.
Aada, K. (2020). Foreign Languages Teaching Challenges: Stages, Practices and Methodologies. Arab World English Journal. https://scholarworks.utrgv.edu/wls_fac/12
Arab World English Journal