Promoting teacher–learner autonomy through and beyond initial language teacher education

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Ushioda, Ema ; Smith, Richard ; Mann, Steve J. ; Brown, Peter J. (2011)
  • Publisher: Cambridge University Press
  • Related identifiers: doi: 10.1017/S026144481000039X
  • Subject: PE | LB
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.
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    Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly 40.1, 235-257.

    Smith, R. C. (2000). Starting with ourselves: Teacher-learner autonomy in language learning. In B. Sinclair, I. McGrath & T. Lamb (eds.), Learner autonomy, teacher autonomy: New directions. Harlow: Longman, 89-99.

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    Smith, R. C. & S. Erdog˘an (2008). Teacher-learner autonomy: Programme goals and student-teacher constructs. In T. Lamb & H. Reinders (eds.), Learner and teacher autonomy: Concepts, realities and response. Amsterdam: John Benjamins, 83-102.

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