We take the view that teacher autonomy incorporates three important facets: (1) autonomous self-directed professional development for teachers; (2) theoretical and practical knowledge related to promoting autonomy in learners; and (3) professional freedom to choose methods and materials for teaching \/ advising language learners (within reasonable institutional and context-specific constraints). We are particularly interested in exploring ways to help teachers to develop effective practices for fostering learner autonomy in learners. If you are interested in proposing a related project, please get in touch.<\/p>\n
Edlin, C. (2018). A nested MOOC elective course: MOOCs for learner development, and learner development for MOOCs.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(1), 133-141.<\/p>\n Everhard, C., & Mynard, J., with Smith, R. (2011) (Eds.). Autonomy in language learning: Opening can of worms.<\/em> Canterbury, UK: IATEFL. (contents page here<\/a>)<\/p>\n Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal,<\/em> 3(1), 74-92. Retrieved from http:\/\/sisaljournal.org\/archives\/march12\/kato\/<\/a><\/p>\n Lammons, E. (2011). Finding my way: Transitioning from teaching to advising. Independence,<\/em> 53, 27-31.<\/p>\n Lammons, E. (2012). Pathfinder: Transitioning from teaching to advising. Independence,<\/em> 55, 32-34.<\/p>\n Lammons, E. (2012). Silence is at the heart. Independence,<\/em> 54, 29-32.<\/p>\n Lin, C. (2018). The effect of career planning tools in developing learning autonomy.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(1), 147-158.<\/p>\n Manning, C., Morrison, B. R., & McIlroy, T. (2014). MOOCs in language education and professional teacher development: Possibilities and potential. Studies in Self-Access Learning Journal,<\/em> 5(3), 294-308. Retrieved from http:\/\/sisaljournal.org\/archives\/sep14\/manning_morrison_mcilroy\/<\/a><\/p>\n McCarthy, T. (2009). DEAR ADVISOR: A look into the world of advising. Learning Learning,<\/em> 16(1). Retrieved from http:\/\/ld-sig.org\/LL\/2009a.pdf#page=10<\/a><\/p>\n Morrison, B.R. (2012). From student-centred teaching to learner-led learning. Independence,<\/em> 54, 10-12.<\/p>\n Morrison, B.R. (2012). Learning lessons: Implementing the Autonomy Approach. IATEFL 2011 Conference Selections,<\/em> pp. 73-75. Canterbury: IATEFL.<\/p>\n Morrison, B. R. (2014). Self-directed language learning. English Teaching Professional 92,<\/em> 4-7.<\/p>\n Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System 40<\/em>(3), 349-359.<\/p>\n Morrison, B. R., & Navarro, D. (2014). The autonomy approach.<\/em> UK: Delta.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" We take the view that teacher autonomy incorporates three important facets: (1) autonomous self-directed professional development for teachers; (2) theoretical … Continue reading