Atıf İçin Kopyala
Okay A., Balçıkanlı C.
Pedagogies for Autonomy in Language Teacher Education Perspectives on Professional Learning, Identity, and Agency, Manuel Jiménez Raya,Borja Manzano Vázquez,Flávia Vieira, Editör, Routledge, London/New York , London, ss.152-168, 2024
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Yayın Türü:
Kitapta Bölüm / Araştırma Kitabı
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Basım Tarihi:
2024
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Yayınevi:
Routledge, London/New York
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Basıldığı Şehir:
London
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Sayfa Sayıları:
ss.152-168
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Editörler:
Manuel Jiménez Raya,Borja Manzano Vázquez,Flávia Vieira, Editör
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Yıldız Teknik Üniversitesi Adresli:
Evet
Özet
Teacher autonomy is mainly defined in two different -but complementary- approaches: teacher autonomy as ‘freedom of control by others’ and as ‘a self-directed professional development’ (McGrath, 2000). Despite how abstract these definitions may seem, teacher autonomy becomes a solid reality once teachers step into the classroom on their first teaching day. Therefore, one of the most important priorities of language teacher education programmes should be not only to raise teacher candidates as autonomous language teachers, but also to prepare them for potential problems they may face after they start teaching. This chapter reports on an investigation into a language teacher education program to illustrate how the program offers competencies to raise autonomous language teachers. Secondly, we gather qualitative data from novice teachers to see how language teacher autonomy is put into practice first-hand, uncovering possible discrepancies between the teacher education program and the actual realization of language teacher autonomy. The study then discusses the implications for practice, research, and theory in relation to the gap between theory and practice regarding language teacher autonomy, the need to fully explore language teacher autonomy, and the opportunities the program offers about the theories to shed light on the development of language teacher autonomy in informal and shared settings.