@misc{10481/109198,
year = {2024},
url = {https://hdl.handle.net/10481/109198},
abstract = {This chapter explores the persistent challenge of integrating theory and practice in initial language teacher education (TE) aimed at fostering learner and teacher autonomy. While autonomy is widely recognized as a cornerstone of democratic education and professional development, its implementation in TE remains problematic due to entrenched preconceptions, compartmentalized knowledge, and structural constraints. Drawing on philosophical, psychological, and sociocultural perspectives, we argue that theory and practice are inseparable dimensions of teacher learning and that bridging their gap requires deliberate pedagogical strategies. The chapter reviews key issues such as the “apprenticeship of observation,” the feed-forward problem, and the marginalization of autonomy-oriented pedagogies in formal education. It advocates for approaches that promote critical reflection, experiential learning, and inquiry-based practices to enable prospective teachers to develop context-sensitive, informed, and innovative professional identities. Finally, the chapter situates its discussion within a broader volume that illustrates diverse strategies—such as case pedagogy, action research, and collaborative learning—used across international TE contexts to advance autonomy and strengthen the theory-practice nexus.},
publisher = {Routledge},
title = {Bridging the gap between theory and practice in initial teacher education for autonomy},
doi = {DOI: 10.4324/9781003412021-1},
author = {Jiménez Raya, Manuel and Manzano Vázquez, Borja and Vieira, Flávia},
}