June 28, 2019 (3-5pm Tokyo time)
Teacher/Advisor Education for Learner Autonomy
Call for short presentations!
Are you interested in giving a short online live (and recorded) presentation on the theme of teacher/advisor education for learner autonomy? We are interested in receiving proposals from colleagues with experience of research and practice in this area to give a 5-7 minute presentation to an audience of students, teachers, advisors and fellow scholars in the field. Feel free to submit an idea for one of these categories by June 1st 2019:
- Research report
- An example of innovative practice
- A practical idea
- Applying theory to practice
- A review of a book, resource, or event
Confirmed participants so far:
Katja Heim, University of Duisburg-Essen, Germany. Featured presenter.
Satoko Kato, Kanda University of International Studies, Japan
Sarah Mercer, University of Graz, Austria
In our fourth LAb session, we will explore the theme of teacher/advisor education for learner autonomy. This could include a focus on pre-sessional or ongoing training, ongoing professional development, teacher/advisor wellbeing, the links between theory and practice, and research related to training and uptake. We might consider questions such as: How can research inform our practice? How can we develop communities of practice for ongoing professional development? To what extent is learner autonomy understood by educators new to the profession? What roles do text materials play in teacher development? Through a series of short presentations with time for follow up questions and comments, we will share ideas and engage in discussion about an area that really drives the ways in which we work with students.
Session facilitators: Satoko Kato, Jo Mynard, Hayo Reinders, Scott Shelton-Strong, Ward Peeters
Practise what you Preach: Projects within Projects
Practise what you preach has been a claim in EFL didactics for quite a while (e.g. Müller-Hartmann & Schocker-von Ditfurth, 2004) and has also influenced my teaching practice throughout the years. BUT: When I discuss Learner Autonomy (Little et al., 2017) and Task- and Project-Based Learning (e.g. Willis, 1996; Müller-Hartmann & Schocker-von Ditfurth, 2011; Stoller, 2002) or Authenticity (Rüschoff, 2018) with students within our university based teacher education setting, in how far do I adhere to these very same principles that I have preached? ? In my brief talk, I will share some puzzling (Hanks, 2017) on one of my course formats with you. Within this format, I use the above-mentioned principles for planning and organizing my seminar, always with the presumption that our university students are more likely to use methods and approaches that they themselves have experienced (Edelhoff, 1984; Gabel & Schmidt, 2016).
Edelhoff, C. (1984). Purposes and Needs for Teacher training. In: Van Ek, J.A. & Trim, J. Across the Threshold: Readings from the Modern Languages Projects of the Council of Europe, pp. 187-190. Oxford: Pergamon.
Gabel, S., Heim, K. (2019). Action Research in Pre-Service Teacher Education: A Step towards Autonomy? In: ELT Research, Issue 34, pp. 7-10.
Gabel, S. & Schmidt, J. (2016). Developing teacher autonomy through practical learning experiences. In Schwienhorst, K. (Ed.). Learner Autonomy in Second Language Pedagogy and Research – Challenges and Issues, pp. 114-130. Faversham: IATEFL.
Hanks, J. (2017). Exploratory Practice in Language Teaching. London: Macmillan.
Little, D., Dam, L. & Legenhausen, L. (2017). Language Learner Autonomy. Theory, Practice and Research. Bristol: Multilingual Matters.
Müller-Hartmann, A., Schocker-von Ditfurth, M. (2011). Task Supported Language Learning. Paderborn: Schöningh.
Müller-Hartmann, A., Schocker-von Ditfurth, M. (2004). Introduction to Englisch Language Teaching. Stuttgart: Klett.
Rüschoff, B. (2018) Authentic Language Use. In: Liontas, J. (2018). The TESOL Encyclopedia of English Language Teaching. DOI: 10.1002/9781118784235.eelt0189
Stoller, F. (2012). Project Work: A Means to Promote Language and Content. In: Richards, J.C., Renandya, W.A. (2002). Methodology in Language Teaching, pp. 107-120. Cambridge: CUP.
Katja Heim (email@example.com) is a Senior Lecturer (Akademische Rätin) at the University of Duisburg-Essen, Germany. In 2007, she received her PhD in the field of EFL Methodology. Her research interests include aspects of Learner Autonomy, the use of Digital Media in English lessons, Practitioner Research in Teacher Education and Inclusive Practices.