Learner And Teacher Autonomy In Higher Education
Download Learner And Teacher Autonomy In Higher Education full books in PDF, epub, and Kindle. Read online free Learner And Teacher Autonomy In Higher Education ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Manuel Jiménez Raya |
| Publisher | : Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Language and languages |
| ISBN | : 9783631659847 |
This volume pools the insights and experiences of a group of international researchers on different aspects of autonomy and related issues. Although autonomy is acknowledged as one of the main goals of education, in higher education the need for accountability and standardisation of learning outcomes constrain its development.
| Author | : Terry Lamb |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 296 |
| Release | : 2008-02-06 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027291691 |
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
| Author | : Terry Lamb |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 300 |
| Release | : 2008 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9789027205179 |
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
| Author | : Alice Chik |
| Publisher | : Springer |
| Total Pages | : 122 |
| Release | : 2017-12-07 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1137529989 |
This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research directions. Based on empirical studies, it explores research agendas in five emerging domains: language learning and teaching in developing countries; social censure and teacher autonomy; learner autonomy and groups; learner autonomy and digital practice; and finally, learner autonomy and space. In doing so, it sheds new light on the impact of digital media, group dynamics and the application of ecological perspectives on learner autonomy. The contributors present a novel reconsideration of new learning affordances, and their discussion of spatial dimensions provides much needed expansion in the field. This book will have international appeal and provide an invaluable resource for students and scholars of second language learning and higher education, as well as teacher educators. Chapter 2 of this book is open access under a CC BY 4.0 license via https://link.springer.com/content/pdf/10.1057%2F978-1-137-52998-5_2.pdf.
| Author | : Carolin Fuchs |
| Publisher | : Springer Nature |
| Total Pages | : 230 |
| Release | : 2021-09-09 |
| Genre | : Education |
| ISBN | : 3030749584 |
This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.
| Author | : Jane Arnold |
| Publisher | : Cambridge University Press |
| Total Pages | : 364 |
| Release | : 1999-01-14 |
| Genre | : Foreign Language Study |
| ISBN | : 9780521659635 |
The affective domain and the emotional factors which influence language learning have been of interest in the field of language teaching for a number of years. By proposing a holistic approach to the learning process, this volume takes the position that the language learning experience will be much more effective when both affect and cognition are considered. The eighteen chapters discuss issues such as memory, anxiety, self-esteem, facilitation, autonomy, classroom activities, and assessment from the perspective of affect. Affect in Language Learning will be of interest to teachers-in-preparation, teachers, teacher educators, curriculum designers, programme administrators and researchers and to those second language teaching professionals who wish to improve language teaching through a greater awareness of the role affect plays.
| Author | : (Mark) Feng Teng |
| Publisher | : Springer |
| Total Pages | : 138 |
| Release | : 2018-06-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9811307288 |
This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: • New ideas to inspire professionals involved in foreign language education. • Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.• A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.
| Author | : Boud, David |
| Publisher | : Routledge |
| Total Pages | : 278 |
| Release | : 2012-11-12 |
| Genre | : Education |
| ISBN | : 1136616659 |
First Published in 1987. The assumption about the purpose of education, to which the authors of this book subscribe, is that it is to produce autonomous lifelong learners. This book is about a very important goal of education and how it can be translated into practice. It concerns ways in which teachers in higher education can enable students to become more autonomous in their learning; that is, assist students to learn more effectively without the constant presence or intervention of a teacher.
| Author | : Manuel Jimenez Raya |
| Publisher | : Routledge |
| Total Pages | : 256 |
| Release | : 2020-07-09 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0429536925 |
Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec’s seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field.
| Author | : Manuel Jiménez Raya |
| Publisher | : Walter de Gruyter GmbH & Co KG |
| Total Pages | : 156 |
| Release | : 2015-04-24 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1501501089 |
The book explores the idea that pedagogy for autonomy requires the integration of teacher and learner development and can be enhanced through a case-based approach in teacher education. A case-based approach values experiential professional learning and expands professional competences necessary to promote autonomy in schools: developing a critical view of (language) education; managing local constraints so as to open up spaces for manoeuvre; centring teaching on learning; interacting with others in the professional community. Two strategies to implement the approach are presented and illustrated. The first one involves teachers in designing, implementing and evaluating experiences of pedagogy for autonomy, which are the basis for writing professional narratives and building a case portfolio. The second draws on teachers’ pedagogical experience as the basis for the construction of case materials where experiential elements are combined with theoretical input and reflective tasks, so that the teachers who use those materials can reflect about and explore their own practice.
