Learner and Teacher Autonomy: Concepts, realities, and responses (AILA Applied Linguistics Series, Volume 1)

Learner and Teacher Autonomy......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Preface......Page 8
Part 1. Introduction......Page 10
Foreword......Page 12
Aims and scope......Page 14
Structure of the book......Page 15
References......Page 20
Part 2. Concepts......Page 22
Teachers’ and learners’ perspectives on autonomy......Page 24
Introduction......Page 25
Personal autonomy......Page 26
Autonomy in learning: teachers’ and learners’ perspectives......Page 28
The teacher’s perspective......Page 29
The learner’s perspective......Page 34
Conclusion......Page 39
References......Page 40
Introduction......Page 42
What does freedom mean?......Page 43
What kind of relationship exists between learner autonomy and freedom?......Page 45
Findings......Page 46
A new curriculum......Page 47
Implications for teacher education......Page 51
Findings......Page 53
Conclusion......Page 54
References......Page 55
Autonomy of language competence......Page 56
Autonomy of language learning competence......Page 60
Autonomy of choice......Page 65
Conclusion......Page 68
References......Page 69
Learner autonomy – teacher autonomy......Page 72
Introduction......Page 73
Learner autonomy: a teacher-learner interrelational con......Page 74
The teacher-learner relationship as a Dynamic Interrelational Space (DIS)......Page 75
Teacher autonomy: a construct of four Dynamic Interrelational Spaces (4 DIS)......Page 80
References......Page 87
Part 3. Realities......Page 90
Defining and developing teacher autonomy (Richard Smith)......Page 92
Student-teachers' constructs (Sultan Erdoğan)......Page 98
Overall discussion and conclusions......Page 106
References......Page 108
Appendix: Rep-grid interview elements......Page 111
Introduction and theoretical background......Page 112
Learner autonomy as a theoretical construct (‘scientific’ theories)......Page 114
Language student-teachers’ subjective theories and learner autonomy......Page 115
Methodology......Page 116
Findings: Case studies......Page 118
What do the case studies tell us? Implications for the conceptualisation of learner autonomy......Page 124
What do the case studies teach us? Implications for teacher education......Page 127
References......Page 129
Teacher and learner autonomy......Page 134
A problem-solution framework for dealing with difficulties in the task of learning a language......Page 136
Using the interview data to develop general categories of problem and solution......Page 138
Categories of problem......Page 139
How does a problem-solution perspective help the teacher?......Page 146
Conclusion......Page 148
References......Page 149
Introduction......Page 150
Methodology......Page 151
Autonomy and context......Page 152
Autonomy development......Page 162
Final remarks......Page 167
References......Page 169
Introduction......Page 170
Language teachers’ personal theories and teacher education......Page 171
Methodology......Page 174
Findings......Page 176
Conclusion......Page 185
Implications of the study......Page 188
References......Page 189
Part 4. Responses......Page 194
Introduction......Page 196
Teacher autonomy: definitions and meanings......Page 198
Context of the study......Page 200
Previous practice......Page 201
The tyranny of the timetable......Page 203
Present practice......Page 204
What does this mean in practice for teachers working together?......Page 206
Constraints and opportunities......Page 208
In conclusion......Page 209
References......Page 210
Introduction......Page 214
Materials evaluation as professional development......Page 215
Method......Page 216
Results and reflections......Page 218
Conclusion......Page 221
References......Page 222
Appendix: sample evaluations......Page 223
Introduction......Page 226
Promoting teacher and learner autonomy: ideals and possibilities......Page 227
Integrating teacher and learner autonomy: a pre-service teacher development project......Page 229
Investigating teacher development practices: lesson observation, supervisory discourse and journal writing......Page 233
Developing a scholarship of teacher education towards pedagogy for autonomy......Page 241
References......Page 242
Introduction......Page 246
Context and constraints......Page 247
Autonomy and autonomies in in-service teacher education......Page 251
Voices on the MA Module on ‘Learner Autonomy’......Page 255
The Research Study......Page 259
Implications and utility of the research......Page 263
Conclusions......Page 265
References......Page 266
Appendix 1: The MA in English Language Teaching, University of Nottingham.......Page 267
Appendix 2: Teachers’ understanding of Learner Autonomy – questions......Page 268
Appendix 3: Negotiated module outline......Page 271
Appendix 4: Learner Autonomy module participants in 2001.......Page 272
Appendix 5: Extracts from Study on Module Participants’ Levels of Autonomy......Page 273
Part 5. Epilogue......Page 276
Introduction......Page 278
Learner autonomy and the teacher......Page 280
Teacher autonomy......Page 283
Learner autonomy and teacher autonomy......Page 286
References......Page 290
Index......Page 294
The AILA Applied Linguistics Series......Page 296