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2020
- handle: 10670/1.5qh6r4
- 1657-0790
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http://www.redalyc.org/revista.oa
Profile: Issues in Teachers' Professional Development
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Teachers, Training of Teacher training Teacher educationCiter ce document
Flávia Vieira, « Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy », Profile Issues in Teachers' Professional Development, ID : 10670/1.5qh6r4
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Résumé
"Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers’ agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy."