{"id":3842,"date":"2026-10-14T19:43:21","date_gmt":"2026-10-14T10:43:21","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?page_id=3842"},"modified":"2026-10-14T19:51:01","modified_gmt":"2026-10-14T10:51:01","slug":"lab17","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/lab17\/","title":{"rendered":"3 December 2026 LAb17"},"content":{"rendered":"\n

17th LAb session.<\/em> Thursday, December 3rd, 2026 (Online)<\/p>\n\n\n\n

Theme<\/strong>: Teacher autonomy for learner autonomy: Agency, reflection, and professional development<\/p>\n\n\n\n

Registration (free):<\/strong> https:\/\/zoom.us\/meeting\/register\/Rw87PemISlez1-bAhnhNeA<\/a><\/p>\n\n\n\n

Deadline for submission of presentations:<\/strong> Sunday, 15th November, 2026<\/p>\n\n\n\n

Organizers<\/strong><\/p>\n\n\n\n

The Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS).<\/p>\n\n\n\n

Details<\/strong><\/p>\n\n\n\n

How can teachers\u2019 own autonomy help them support the autonomy of their learners? The interdependence of teacher and learner autonomy has been highlighted by researchers (e.g., Little, 1995; Magno e Silva, 2018), positioning dialogue and teachers\u2019 own autonomous learning as central to the development of learner autonomy. At the same time, teachers\u2019 opportunities to exercise autonomy are shaped by their institutional contexts and the spaces available for experimentation (Benson, 2010).<\/p>\n\n\n\n

This LAb session explores autonomy as both a dimension of teachers\u2019 professional lives and a foundation for autonomy-supportive practice. It invites participants to consider how teachers exercise agency, reflect critically on their beliefs and practices, and take an active role in their professional development. How can teacher education, mentoring, collaborative inquiry, and reflective dialogue create opportunities for teachers to experience the autonomy they seek to foster in learners? How can teachers navigate institutional expectations while opening up possibilities for learner choice, responsibility, and participation?<\/p>\n\n\n\n

Bringing together research and practice, the session welcomes research and perspectives from educators, teacher educators, and student teachers on the connections between teachers\u2019 professional learning and learners\u2019 growing autonomy.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259\u2013275. https:\/\/doi.org\/10.1177\/1362168810365236<\/a> .<\/p>\n\n\n\n

Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System<\/em>, 23<\/em>(2), 175\u2013181. https:\/\/doi.org\/10.1016\/0346-251X(95)00006-6<\/a>  <\/p>\n\n\n\n

Magno e Silva, W. (2018). Autonomous learning support base: Enhancing autonomy in a TEFL undergraduate program. In G. Murray & T. Lamb (Eds.), Space, place and autonomy in language learning <\/em>(pp. 219\u2013232). Routledge.<\/p>\n\n\n\n

Speakers<\/strong><\/p>\n\n\n\n