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

✍ Scribed by Manuel Jiménez Raya (editor), Borja Manzano Vázquez (editor), Flávia Vieira (editor)

• Publisher: Routledge
• Year: 2024
• Tongue: English
• Leaves: 223
• Edition: 1
• Category: Library

✦ Synopsis

This book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.

Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers’ professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.

This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.

✦ Table of Contents

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