Some common steps in exploring language teaching awareness

Abstract

The article considers some standard steps in exploring language teaching awareness presented as issues to view teacher development in academic process that involves both the acquisition of practical knowledge and theoretical principles that influence the academic process. Exploring language teaching awareness helps to explore and become more aware of one’s own teaching beliefs, attitudes, and practices. It provides with knowledge and guidelines that empower to make informed teaching decisions. The article also discusses activities teachers can use to gain awareness of teaching, including observation, research, keeping journals, and exploring. In language teaching awareness it is crucial to the process of exploratory the essence the abovementioned notions. Education is the „third eye‟ of an individual, it gives insight into all affairs, it teaches how to act justly and rightly, it assists to realize the true significance of academic teaching, it eliminates darkness and smash illusion, it increases our fame, makes us cultured and pure, nourish us like a mother, directs us to the proper path, guides us to reach our destination. Itis a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. An appropriate knowledge base is essential for creating powerful learning environments and for an adequate provision of supporting instructional material. In the process of transforming information to knowledge, the teacher plays an important part. Teaching is a process in which the teacher and students create an interactive environment. The article illustrates some of the research methods which are used to investigate classroom interaction and samples of learner production. The presented classification of the methods and their short descriptions allow language teachers to design their own study and shed light on important and/or controversial issues concerning teaching practice.