Manuel Jiménez Raya is Professor of Applied Linguistics at the University of Granada, Spain. He works in the fields of learner and teacher autonomy and language teacher education. Borja Manzano Vázquez is Lecturer at the Department of English and German Philology, University of Granada, Spain. He works in the fields of learner and teacher autonomy in language education and language teacher education, and bilingual education. Flávia Vieira is Professor at the University of Minho, Portugal. She works in the fields of language teacher education, pedagogy for autonomy, and pedagogy in HE.
Inhaltsangabe
1. Bridging the gap between theory and practice in initial teacher education for autonomy 2. Teacher education for autonomy: An analysis of language teacher education initiatives for learner and teacher autonomy 3. Identity and autonomy development in learning to teach EFL: Making sense of cognitive/emotional dissonance 4. Linking principle and practice in initial language teacher education for learner and teacher autonomy: The case for student teacher case writing 5. Enhancing autonomy through inquiry in practicum settings: Insights from a narrative of practice in primary English teaching 6. Language teacher education as a two-way autonomy development process: Student teachers and teacher educators as learners 7. Developing collaborative teacher autonomy for learning to teach English to young learners 8. Autonomous participation in post-observation feedback discussions: Post-practicum teacher candidates as relative old-timers in an ELT methods course 9. Becoming a learner again: Implications for autonomy teacher education 10. From university to schools: Insights from novice language teachers into teacher autonomy 11. Learning to learn foreign languages: Empowering pre-service EFL teachers 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 13. Language teacher education for autonomy: Critical issues and possible pathways
1. Bridging the gap between theory and practice in initial teacher education for autonomy 2. Teacher education for autonomy: An analysis of language teacher education initiatives for learner and teacher autonomy 3. Identity and autonomy development in learning to teach EFL: Making sense of cognitive/emotional dissonance 4. Linking principle and practice in initial language teacher education for learner and teacher autonomy: The case for student teacher case writing 5. Enhancing autonomy through inquiry in practicum settings: Insights from a narrative of practice in primary English teaching 6. Language teacher education as a two-way autonomy development process: Student teachers and teacher educators as learners 7. Developing collaborative teacher autonomy for learning to teach English to young learners 8. Autonomous participation in post-observation feedback discussions: Post-practicum teacher candidates as relative old-timers in an ELT methods course 9. Becoming a learner again: Implications for autonomy teacher education 10. From university to schools: Insights from novice language teachers into teacher autonomy 11. Learning to learn foreign languages: Empowering pre-service EFL teachers 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 13. Language teacher education for autonomy: Critical issues and possible pathways
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