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Teacher-learner autonomy: Programme goals and student-teacher constructs

  • Richard Smith and Sultan Erdoğan
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Learner and Teacher Autonomy
This chapter is in the book Learner and Teacher Autonomy

Abstract

Responding to needs for clarity of definition in the area of ‘teacher autonomy’, the first, relatively theoretical, part of this paper discusses different dimensions of this notion. It then argues for the goal within initial teacher education of enhancing ‘teacher-learner autonomy’, defined here as ‘the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others’. A brief description of one approach to working towards this goal within pre-service teacher education then follows, together with a summary of evaluations of the approach to date. The second part of the paper reports on a more innovative investigation (employing repertory-grid interviews) of students’ personal constructs in relation to particular elements of the course design. The findings are discussed in relation to the theory of teacher autonomy and the design of appropriate interventions. Finally, we highlight the potential wider value of repertory-grid and follow-up interviews for eliciting students’ personal learning theories with minimum interviewer bias.

Abstract

Responding to needs for clarity of definition in the area of ‘teacher autonomy’, the first, relatively theoretical, part of this paper discusses different dimensions of this notion. It then argues for the goal within initial teacher education of enhancing ‘teacher-learner autonomy’, defined here as ‘the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others’. A brief description of one approach to working towards this goal within pre-service teacher education then follows, together with a summary of evaluations of the approach to date. The second part of the paper reports on a more innovative investigation (employing repertory-grid interviews) of students’ personal constructs in relation to particular elements of the course design. The findings are discussed in relation to the theory of teacher autonomy and the design of appropriate interventions. Finally, we highlight the potential wider value of repertory-grid and follow-up interviews for eliciting students’ personal learning theories with minimum interviewer bias.

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.1.10erd

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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