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