Pedagogies for Autonomy in Language Teacher Education (Routledge Research in Language Education)

Cover
Endorsements
Half Title
Series Page
Title Page
Copyright Page
Contents
Contributors
1. Bridging the gap between theory and practice in initial teacher education for autonomy
	Overview of the book
	Note
	References
2. Teacher education for autonomy: An analysis of language teacher education initiatives for learner and teacher autonomy
	Introduction
	Autonomy in language education: Learner and teacher autonomy
	Analysis of language teacher education initiatives for LA and TA
		Methodology of the analysis
		Language teacher education initiatives for LA and TA
		Conceptual framework, teacher development strategies and tools
		Role of the teacher educator
		Outcomes and constraints of the initiatives
	Conclusions
	Notes
	References
3. Identity and autonomy development in learning to teach EFL: Making sense of cognitive/emotional dissonance
	Introduction
	Background literature
		Teacher identity
		Teacher autonomy
		Cognitive/emotional dissonance
	Research questions
	Method
		Context and participants
		Data collection instrument and procedure
		Findings and discussion
	Conclusions
	References
4. Linking principle and practice in initial language teacher education for learner and teacher autonomy: The case for student teacher case writing
	Introduction
	Case writing in initial modern language teacher education for teacher and learner autonomy
	The case for case writing in my practice as a language teacher educator
	Supporting student teachers in the development of their cases
	Analysis of three cases
		Case 1: Gerardo
		Case 2: Jorge
		Case 3: Silvia
	Final remarks
	Notes
	References
5. Enhancing autonomy through inquiry in practicum settings: Insights from a narrative of practice in primary English teaching
	Introduction
	Teacher education for autonomy through action research
	The practicum of the Master in Teaching English for Primary School
	Marta's story: Inquiring into the development of learner autonomy
		Conceptualising the topic of inquiry
		Enhancing learner autonomy
		Making sense of teaching
	Final remarks
	Acknowledgements
	References
6. Language teacher education as a two-way autonomy development process: Student teachers and teacher educators as learners
	Introduction
	Teacher educators developing student teacher autonomy: A two-way process
	Teacher autonomy and teacher-learner autonomy
	Categories of metacognition for teacher-learner autonomy
	Current challenges in language teacher education
	The study
		Context
		Methodology
			Research questions
			Participants
			Instruments for data collection
			Data analysis procedures
		Results
			Self-authored teaching materials
			Professor's diary
			Mid-course reflective evaluations
	Discussion
		Teacher-learner autonomy of the student teachers
		Teacher-learner autonomy of the course professor
		Limitations of the study
	Conclusions
	References
7. Developing collaborative teacher autonomy for learning to teach English to young learners
	Introduction
	Literature review
	Context and methodology
		TE programme
			The course
			TEYL I
			TEYL II
		Data collection and analysis
	Findings
	Discussion
	Conclusion
	References
8. Autonomous participation in post-observation feedback discussions: Post-practicum teacher candidates as relative old-timers in an ELT methods course
	Introduction
	Theoretical framework
	Autonomy and agency in sociocultural perspectives
	The role of peers in POF conferences
	Present study
		Purpose of the study
		Methodology
		Participants and context
		Data collection
		Data analysis
	Findings
		The role of the focal TCs
		The focal TCs' investments
			Toma's investment
			Shun's investment
	Discussion and conclusion
	Acknowledgments
	Notes
	References
9. Becoming a learner again: Implications for autonomy teacher education
	Introduction
	The Personalised Autonomous (PA) model
		Early context of the PA model development
		The PA model in PELE
	Reflective practice
		Personal growth as a life-long learner
		Working with students as partners
		The PELE working principles
	Long-term impacts of PELE
		Before PELE
		During PELE
		After PELE
	Discussion and conclusion
	References
10. From university to schools: Insights from novice language teachers into teacher autonomy
	Introduction
	Theoretical framework
	The context
	The study
		Quantitative phase
		Qualitative phase
	Findings
		Teachers' own autonomy as learners
		Teachers' understanding of autonomy
		Type of school matters
		The gap between training and practice
	Conclusion and implications
	Limitations and ideas for further research
	References
11. Learning to learn foreign languages: Empowering pre-service EFL teachers
	Introduction
	Theoretical basis
		Complexity paradigm in applied linguistics
		Autonomization as a lifelong process
		The Complex Dynamic Model of Autonomy Development
	Course organization
	Results and discussion
		The role of reflection and self-knowledge
		The power of negotiation
		Collaboration in projects
		Future selves and vision
		Integration of theory and practice
	Conclusion
	Notes
	References
12. The use of a self-reflective instrument for pre-service language teachers in Brazil: Discussions on autonomy, agency, and the use of digital technologies
	Introduction
	Autonomy, agency, and digital technology in language teacher education
	A brief account of the instrument
	Data generation and analysis
	Findings
	Final remarks
	Notes
	References
13. Language teacher education for autonomy: Critical issues and possible pathways
	Connecting teacher identity and autonomy
	Developing a "re(ide)alistic" stance towards the profession
	Preparing students for teaching without real teaching
	"Practising what you preach"
	Attending to the person
	References
Index