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Book choice : a descriptive multiple case study exploring the motivations and practices of secondary English teachers.
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Cognitive Autonomy Supportive Teaching Behaviors: Perceptions of Four Groups of Educators
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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A case study on the impacts of advising on EFL teacher development
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 75-85 (2020) (2020)
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For a revaluation of the oral in the secondary cycle - case of the college. ; Pour une revalorisation de l'oral au cycle secondaire - cas du collège.
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In: https://tel.archives-ouvertes.fr/tel-03417953 ; Sciences de l'Homme et Société. faculté de lettres et sciences humaines kenitra, 2019. Français (2019)
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Teacher-centred professional development: exploring teacher cognition and autonomy in Australian English language centres
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Reed, Melissa. - : Sydney, Australia : Macquarie University, 2019
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A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later
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In: Revista Brasileira de Linguística Aplicada, Vol 20, Iss 2, Pp 251-277 (2019) (2019)
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TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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Les entretiens (de) conseil en formation initiale des futur.e.s enseignant.e.s du premier degré
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-02484755 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2018, Numéro VARIA, avec dossier spécial en hommage à Claude Normand et Myriam Pereiro, pp.159-172 (2018)
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Un dispositif de formation en langues à l’épreuve en parcours premier degré de Master MEEF à l’ESPE de Lorraine
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-02197400 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2018, pp.145-158 ; http://www.atilf.fr/IMG/pdf/5.melanges_2018v1sbcmq.pdf (2018)
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Investigating Transformative Practices In The Bangladeshi Classroom ...
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Investigating Transformative Practices In The Bangladeshi Classroom ...
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Teacher autonomy in college English classrooms in China: teachers' attitudes and practices
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Qian, Lina. - : Sydney, Australia : Macquarie University, 2017
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| 14 |
Teacher autonomy in college English classrooms in China: teachers' attitudes and practices
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Qian, Lina. - : Sydney, Australia : Macquarie University, 2017
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Supporting More Successful Language Learning: Approaches for Helping Post-secondary Learners in Three Contexts
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 99-120 (2017) (2017)
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Развитие автономии при подготовке учителей английского языка посредством Интернет технологий
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| 17 |
УСЛОВИЯ ПОВЫШЕНИЯ МОТИВАЦИИ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА У СТУДЕНТОВ НЕЛИНГВИСТИЧЕСКИХ НАПРАВЛЕНИЙ ПОДГОТОВКИ
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ДЕНИНА ОЛЬГА ОСКАРОВНА. - : Государственное образовательное учреждение высшего профессионального образования "Оренбургский государственный университет", 2016
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Internet-based collaborative work groups to foster pre-service language teacher autonomy
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In: Learner autonomy Learners, teachers and researchers in action. ; https://halshs.archives-ouvertes.fr/halshs-01283593 ; Learner autonomy Learners, teachers and researchers in action., LASIG, Antwerp University, Mar 2016, Antwerp, Belgium ; https://www.uantwerpen.be/en/conferences/lasig/ (2016)
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| 19 |
A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274 (2016)
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Autonomy in an EFL Teacher Training Context: Trainee Teacher Perceptions of Instructor Expectations
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In: Australian Journal of Teacher Education (2016)
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Abstract:
Abstract: Developing a sense of autonomy in teacher trainees can be considered as a goal itself; and to this end, instructors’ expectations that can help them become autonomous need to be identified through the perspectives of teacher trainees rather than accepting directly what is true for instructors. This paper aims to explore the trainee teacher perceptions of instructor expectations leading them to become autonomous in an EFL teacher training context. The participants were 170 senior teacher trainees attending the ELT Department at Pamukkale University, Turkey. A mixed method was employed in the study. Firstly, a five-point Likert questionnaire was designed based on the students’ replies to two open-ended questions covering in-class and out-of-class instructor expectations. Secondly, 10 senior students taking the School Experience course were asked to give their written opinions related to the instructor expectations leading to learner autonomy and they were classified under a set of themes. Based on the findings of the study, the participants seem to reflect a positive tendency towards in-class and out-of-class instructor expectations. The written views of the participants also offer significant hints for achieving autonomy within class practices and outside the class hours. One can say that instructors need to be as sensitive and selective as possible about their in-class and out-of-class expectations of teacher trainees in order to assist them in becoming autonomous as they try to find their own way independently of the instructors with relevant, carefully selected and meaningful tasks, activities and assignments. Key Words: Learner autonomy, in-class and out-of-class instructor expectations, EFL (English as a Foreign Language), ELT (English Language Teaching)
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Keyword:
EFL; ELT; Higher Education and Teaching; in-class and out-of-class instructor expectations; Learner autonomy; Teacher Education and Professional Development
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2762&context=ajte
https://ro.ecu.edu.au/ajte/vol41/iss3/5
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