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Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education

  • Turid Trebbi
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Learner and Teacher Autonomy
This chapter is in the book Learner and Teacher Autonomy

Abstract

Freedom is frequently referred to as an inherent aspect of learner autonomy and is seemingly accepted as a matter of course, presumably because there is semantic overlap between the word autonomy and the concept of freedom. However, this may turn out to be a simplistic view of both freedom and learner autonomy. The aim of this article is to examine the relationship between the two. After having considered the definition of learner autonomy, the first part poses the issue of learner autonomy and freedom in an institutional context. It then goes on to relate findings from two research projects and concludes by presenting the need for an alternative definition of freedom as related to the concept of learner autonomy.

Abstract

Freedom is frequently referred to as an inherent aspect of learner autonomy and is seemingly accepted as a matter of course, presumably because there is semantic overlap between the word autonomy and the concept of freedom. However, this may turn out to be a simplistic view of both freedom and learner autonomy. The aim of this article is to examine the relationship between the two. After having considered the definition of learner autonomy, the first part poses the issue of learner autonomy and freedom in an institutional context. It then goes on to relate findings from two research projects and concludes by presenting the need for an alternative definition of freedom as related to the concept of learner autonomy.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
https://doi.org/10.1075/aals.1.06tre

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Part 1. Introduction
  5. Foreword 3
  6. Introduction to this volume 5
  7. Part 2. Concepts
  8. Teachers' and learners' perspectives on autonomy 15
  9. Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education 33
  10. The shifting dimensions of language learner autonomy 47
  11. Learner autonomy – teacher autonomy 63
  12. Part 3. Realities
  13. Teacher-learner autonomy: Programme goals and student-teacher constructs 83
  14. The subjective theories of student teachers: Implications for teacher education and research on learner autonomy 103
  15. Learners talking: From problem to solution 125
  16. Roles learners believe they have in the development of their language learning – autonomy included? 141
  17. Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education 161
  18. Part 4. Responses
  19. Teachers working together: What do we talk about when we talk about autonomy? 187
  20. Materials evaluation and teacher autonomy 205
  21. Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices? 217
  22. Multiple voices: Negotiating pathways towards teacher and learner autonomy 237
  23. Part 5. Epilogue
  24. Learner autonomy and teacher autonomy: Synthesising an agenda 269
  25. Index 285
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