Description
Arguing that teacher autonomy promotes learner autonomy, the authors describe how to promote autonomy in language teacher education, to create democratic educational change that integrates teacher and learner development and transforms school pedagogies. They demonstrate a case-based approach for the promotion of teacher and learner autonomy that focuses on the teacher experience. They discuss the rationale for doing so, professional autonomy, the approach, and two case-based strategies: teacher engagement in the critical analysis of narratives produced by other teachers about pedagogy for autonomy, along with case construction, and the writing of teaching cases based on the experiences of real teachers who want to promote learner autonomy. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)
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Studies in Second and Foreign Language Education presents research on critical theoretical issues and empirical research which shape second and foreign language education. It provides a platform for the discussion of innovative and progressive curricular and teaching practice. The series includes work on: Theories and applications of innovative approaches to language acquisition/education Instructional methodologies Curriculum development Teacher education Language planning and evaluation Autonomous learning contexts Teaching/learning of less commonly taught languages SSFLE will be of interest to second and foreign language researchers and teachers, curriculum and materials developers, and language policy planners. Studies in Second and Foreign Language Education presents research on critical theoretical issues and empirical research which shape second and foreign language education. It provides a platform for the discussion of innovative and progressive curricular and teaching practice. The series includes work on: Theories and applications of innovative approaches to language acquisition/education Instructional methodologies Curriculum development Teacher education Language planning and evaluation Autonomous learning contexts Teaching/learning of less commonly taught languages This series will be of interest to second and foreign language researchers and teachers, curriculum and materials developers, and language policy planners.
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