Learner and Teacher Autonomy
Concepts, realities, and response
1st Edition
Published on 6. February 2008
VII, 286 pages
978-90-272-9169-1 (ISBN)
Description
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book's scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
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02/2008
John Benjamins Publishing Co
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Content
- Intro
- Learner and Teacher Autonomy
- Editorial page
- Title page
- LCC data
- Table of contents
- Preface
- Part 1. Introduction
- Foreword
- Introduction to this volume
- Aims and scope
- Structure of the book
- References
- Part 2. Concepts
- Teachers' and learners' perspectives on autonomy
- Introduction
- Personal autonomy
- Autonomy in learning: teachers' and learners' perspectives
- The teacher's perspective
- The learner's perspective
- Conclusion
- References
- Freedom - a prerequisite for learner autonomy?
- Introduction
- What does freedom mean?
- What kind of relationship exists between learner autonomy and freedom?
- Findings
- A new curriculum
- Implications for teacher education
- Findings
- Conclusion
- References
- The shifting dimensions of language learner autonomy
- Autonomy of language competence
- Autonomy of language learning competence
- Autonomy of choice
- Conclusion
- References
- Learner autonomy - teacher autonomy
- Introduction
- Learner autonomy: a teacher-learner interrelational con
- The teacher-learner relationship as a Dynamic Interrelational Space (DIS)
- Teacher autonomy: a construct of four Dynamic Interrelational Spaces (4 DIS)
- Conclusion
- References
- Part 3. Realities
- Teacher-learner autonomy
- Defining and developing teacher autonomy (Richard Smith)
- Student-teachers' constructs (Sultan Erdogan)
- Overall discussion and conclusions
- References
- Appendix: Rep-grid interview elements
- The subjective theories of student teachers
- Introduction and theoretical background
- Learner autonomy as a theoretical construct ('scientific' theories)
- Language student-teachers' subjective theories and learner autonomy
- Methodology
- Findings: Case studies
- What do the case studies tell us? Implications for the conceptualisation of learner autonomy
- What do the case studies teach us? Implications for teacher education
- Conclusion
- References
- Learners talking
- Teacher and learner autonomy
- A problem-solution framework for dealing with difficulties in the task of learning a language
- Using the interview data to develop general categories of problem and solution
- Categories of problem
- How does a problem-solution perspective help the teacher?
- Implications for teacher education
- Conclusion
- References
- Roles learners believe they have in the development of their language learning - autonomy included?
- Introduction
- Methodology
- Autonomy and context
- Autonomy development
- Final remarks
- References
- Autonomous teachers, autonomous cognition
- Introduction
- Language teachers' personal theories and teacher education
- Methodology
- Findings
- Conclusion
- Implications of the study
- References
- Part 4. Responses
- Teachers working together
- Introduction
- Teacher autonomy: definitions and meanings
- Context of the study
- Previous practice
- The tyranny of the timetable
- Present practice
- What does this mean in practice for teachers working together?
- Constraints and opportunities
- In conclusion
- References
- Materials evaluation and teacher autonomy
- Introduction
- Selecting self-access materials: who and how?
- Materials evaluation as professional development
- Method
- Results and reflections
- Conclusion
- References
- Appendix: sample evaluations
- Teacher education towards teacher (and learner) autonomy
- Introduction
- Promoting teacher and learner autonomy: ideals and possibilities
- Integrating teacher and learner autonomy: a pre-service teacher development project
- Investigating teacher development practices: lesson observation, supervisory discourse and journal writing
- Developing a scholarship of teacher education towards pedagogy for autonomy
- References
- Multiple voices
- Introduction
- Context and constraints
- Autonomy and autonomies in in-service teacher education
- Voices on the MA Module on 'Learner Autonomy'
- The Research Study
- Implications and utility of the research
- Conclusions
- References
- Appendix 1: The MA in English Language Teaching, University of Nottingham.
- Appendix 2: Teachers' understanding of Learner Autonomy - questions
- Appendix 3: Negotiated module outline
- Appendix 4: Learner Autonomy module participants in 2001.
- Appendix 5: Extracts from Study on Module Participants' Levels of Autonomy
- Part 5. Epilogue
- Learner autonomy and teacher autonomy
- Introduction
- Learner autonomy and the teacher
- Teacher autonomy
- Learner autonomy and teacher autonomy
- References
- Index
