Description
Book SynopsisThis book proposes a comprehensible, context-sensitive and flexible framework for the development of pedagogy for autonomy in language education. The «framework» metaphor highlights the effort to identify structuring elements in the authors’ stance towards pedagogy for autonomy, which fall into three domains -the context, the learner, and the teacher. In each domain, the authors raise ethical, conceptual and practical issues that are crucial to their perspective and offer a basis for reflection on learner and teacher development towards learner and teacher autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment. Pedagogy for autonomy is operationalized through a set of ten general principles.
Trade Review«For many reasons I can wholeheartedly recommend this publication to everyone who is planning to or has already put learner autonomy into practice. One reason is that, although grounded in theory, this publication is very practical, especially through a series of interspersed questionnaires and reflection sheets which invite all readers to think about their own teaching context as well as approaches and con-straints to learner autonomy.»
(Christian Ludwig, IATEFL Voices 266/2019)
Table of ContentsPedagogy for autonomy – Mapping pedagogy for autonomy – Principles for the development of pedagogy for autonomy – Teacher education for autonomy – An experience-oriented approach
