Introducing learner autonomy in teacher education.

Sonst. Personen	Camilleri, Antoinette (Hrsg.)
Institution	Europarat
Titel	Introducing learner autonomy in teacher education.
Quelle	Strasbourg: Council of Europe Publishing (1999), 75 S.Verfügbarkeit
Beigaben	Literaturangaben 40; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-871-4006-5
Schlagwörter	Erfahrung; Autonomie; Selbstreflexion; Lehrer; Lehrerausbildung; Lehrerfortbildung; Lehrerrolle; Schüler; Didaktik; Lernmethode; Selbst gesteuertes Lernen; Projekt; Fremdsprachenunterricht; Projektbericht; Europa; Finnland; Litauen; Malta
Abstract	This publication is largely the result of a research and development network established in the context of Workshop No. 3/97 of the European Center for Modern Languages [ECML] of the Council of Europe "Language and Culture Awareness in Language Learning/ Teaching for the development of Learner Autonomy" (Graz, 4-8 March, 1997). An international network was set up and supported by the ECML with the aim of producing and testing in-service and pre-service teacher training modules implementing learner autonomy, as a means of 1) providing teachers with the opportunity to experience learner autonomy; and as as result 2) enhancing learner autonomy in the secondary school classroom. This book is divided into two parts. Part A describes the projects that three members of the international network carried out in their own setting: one in pre-service teacher education in Malta, two in in-service teacher training in Lithuania and Malta and one with trainee teachers in Finland. The [contributions] in Part A serve as an encouragement to teacher educators working in a variety of settings who wish to introduce and to encourage learner autonomy in language teaching and learning. All four projects had a similar aim, but varied in planning and implementation. There is no one correct way towards learner autonomy. ... Part B presents a range of activities for use with either teachers or learners. Each activity is intended to enhance on learner autonomy in a different way. [The first five] activities encourage participants to take control of their learning by giving them opportunities to reflect about themselves as learners, about their attitudes to autonomous learning, and about their own learning and professional needs. [The next four] activities illustrate specific ways of reflecting about one's own learning needs and processes. [In the next two] activities the participants take an active role in formulating needs, describing interests, and consequently in collecting materials and organising knowledge. [The next six] activities provide ideas for implementing learner autonomy in a variety of language skills, such as speaking, listening, reading and writing. The last two activities... show how difficult but essential concepts in learner autonomy, like metalanguage and evaluation, can be introduced to young learners through metaphor and discussion. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)