Learner and Teacher Autonomy

• Preface | p. vii
• Part 1. Introduction
• Foreword
  Henri Holec | pp. 3–4
• Introduction to this volume
  Terry Lamb | pp. 5–11
• Part 2. Concepts
• Teachers' and learners' perspectives on autonomy
  Phil Benson | pp. 15–32
• Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education
  Turid Trebbi | pp. 33–46
• The shifting dimensions of language learner autonomy
  Ernesto Macaro | pp. 47–62
• Learner autonomy – teacher autonomy: Interrelating and the will to empower
  William La Ganza | pp. 63–79
• Part 3. Realities
• Teacher-learner autonomy: Programme goals and student-teacher constructs
  Richard Smith and Sultan Erdoğan | pp. 83–102
• The subjective theories of student teachers: Implications for teacher education and research on learner autonomy
  Hélène Martinez | pp. 103–124
• Learners talking: From problem to solution
  Sara Cotterall and David Crabbe | pp. 125–140
• Roles learners believe they have in the development of their language learning – autonomy included?
  Christine Siqueira Nicolaides | pp. 141–160
• Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
  Penny Hacker and Gary Barkhuizen | pp. 161–183
• Part 4. Responses
• Teachers working together: What do we talk about when we talk about autonomy?
  Jonathan Shaw | pp. 187–203
• Materials evaluation and teacher autonomy
  Hayo Reinders and Marilyn Lewis | pp. 205–215
• Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices?
  Flávia Vieira, Isabel Barbosa, Madalena Paiva and Isabel Sandra Fernandes | pp. 217–235
• Multiple voices: Negotiating pathways towards teacher and learner autonomy
  Barbara Sinclair | pp. 237–266
• Part 5. Epilogue
• Learner autonomy and teacher autonomy: Synthesising an agenda
  Terry Lamb | pp. 269–284
• Index | pp. 285–286

Cited by 30 other publications

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2020.  In Lessons from Good Language Teachers, ► pp. 1 ff.

Agudelo, Jose Fabian & Adriana María Morales Vasco

2019. Project-Based Learning as a catalyst for Students and Teacher Autonomy development: The experience in a State School in Nilo, Cundinamarca.. GIST – Education and Learning Research Journal :19 ► pp. 31 ff.

Ahmadianzadeh, Bijan, Zohreh Seifoori & Nasrin Hadidi Tamjid

2020. Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching 14:2 ► pp. 97 ff.

Al-Busaidi, Saleh S. Al-Busaidi S. & Faisal S. Al-Maamari

2014. Exploring University Teachers’ Understanding of Learner Autonomy. Theory and Practice in Language Studies 4:10

ALI, DINCER

2019. LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS. i-manager’s Journal on English Language Teaching 9:2 ► pp. 11 ff.

Azari Noughabi, Mostafa & Seyed Mohammad Reza Amirian

2021. Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation. English Teaching & Learning 45:1 ► pp. 71 ff.

Cirocki, Andrzej & Syafi’ul Anam

2021. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research ► pp. 136216882110074 ff.

Ciubăncan, Magdalena

2018.  In Foreign Language Teaching in Romanian Higher Education [Multilingual Education, 27], ► pp. 265 ff.

Dikilitaş, Kenan

2020.  In Lessons from Good Language Teachers, ► pp. 54 ff.

Dikilitaş, Kenan & Simon E. Mumford

2019. Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching 13:3 ► pp. 253 ff.

Ding, Alex

2009. Tensions and struggles in fostering collaborative teacher autonomy online. Innovation in Language Learning and Teaching 3:1 ► pp. 65 ff.

Ding, Alex & Ian Bruce

2017.  In The English for Academic Purposes Practitioner, ► pp. 117 ff.

Durán-Bautista, Diana Carolina

2019.  In Innovative Trends in Flipped Teaching and Adaptive Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 110 ff.

Gandana, Isti & Graham Parr

2013. Professional identity, curriculum and teachingIntercultural Communication: an Indonesian case study. Language, Culture and Curriculum 26:3 ► pp. 229 ff.

Glas, Katharina

2016. Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation. Research Papers in Education 31:4 ► pp. 442 ff.

Jones, Ann, Agnes Kukulska-Hulme, Lucy Norris, Mark Gaved, Eileen Scanlon, Jan Jones & Andrew Brasher

2017. Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults 49:2 ► pp. 228 ff.

Kong, Pei Pei

2020. Understanding the teachers’ perspectives on the role of teacher autonomy in English classrooms in Chinese secondary schools. Educational Studies ► pp. 1 ff.

Maclellan, Effie

2016. Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency. Journal of Pedagogy 7:2 ► pp. 79 ff.

Mercer, Sarah

2018. Psychology for language learning: Spare a thought for the teacher. Language Teaching 51:4 ► pp. 504 ff.

Mozzon-McPherson, Marina

2013. Defining the field: the use of discourse analysis as a reflective tool in the professional development of language learning advisers as practitioners and researchers. The Language Learning Journal 41:2 ► pp. 219 ff.

Nagai, Noriko, Gregory C. Birch, Jack V. Bower & Maria Gabriela Schmidt

2020.  In CEFR-informed Learning, Teaching and Assessment [Springer Texts in Education, ], ► pp. 241 ff.

Newby, David

2012. Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages. Innovation in Language Learning and Teaching 6:3 ► pp. 207 ff.

Nguyen, Cao Thanh

2012. The Roles of Teachers in Fostering Autonomous Learning at the University Level. Procedia - Social and Behavioral Sciences 47 ► pp. 605 ff.

Paradis, Audrey, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila

2018. Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy. Pedagogy, Culture & Society 26:3 ► pp. 381 ff.

Phan, T.T. Huyen & M. Obaidul Hamid

2017. Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective. Current Issues in Language Planning 18:1 ► pp. 39 ff.

Reinders, Hayo

2018.  In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Tatzl, Dietmar, Wolfgang Hassler, Bernd Messnarz & Holger Flühr

2012. The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program. Journal of Technical Writing and Communication 42:3 ► pp. 279 ff.

Tavakoli, Mansoor, Hadi Yaghoubinejad & Nourollah Zarrinabadi

2018. Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?. Current Psychology 37:3 ► pp. 477 ff.

Yassine-Diab, Nadia, Nolwena Monnier & Françoise Lavinal

2014. Pilot study on university English teachers' professional autonomy in France. International Journal of Organizational Analysis 22:2 ► pp. 110 ff.

Öztüfekçi, Ali & Enisa MEDE

2019. ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi ► pp. 1423 ff.

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