In:Learner and Teacher Autonomy: Concepts, realities, and response
Edited by Terry Lamb and Hayo Reinders
[AILA Applied Linguistics Series 1] 2008
► pp. v–vi
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This article is available free of charge.
Published online: 6 February 2008
https://doi.org/10.1075/aals.1.toc
https://doi.org/10.1075/aals.1.toc
Table of contents
Prefacevii
Part 1. Introduction1
Foreword
Introduction to this volume
Part 2. Concepts13
Teachers' and learners' perspectives on autonomy
Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education
The shifting dimensions of language learner autonomy
Learner autonomy – teacher autonomy: Interrelating and the will to empower
Part 3. Realities81
Teacher-learner autonomy: Programme goals and student-teacher constructs
The subjective theories of student teachers: Implications for teacher education and research on learner autonomy
Learners talking: From problem to solution
Roles learners believe they have in the development of their language learning – autonomy included?
Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
Part 4. Responses185
Teachers working together: What do we talk about when we talk about autonomy?
Materials evaluation and teacher autonomy
Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices?
Multiple voices: Negotiating pathways towards teacher and learner autonomy
Part 5. Epilogue267
Learner autonomy and teacher autonomy: Synthesising an agenda
Index
