@misc{10481/109206,
year = {2024},
month = {6},
url = {https://hdl.handle.net/10481/109206},
abstract = {This chapter examines critical issues and transformative pathways in language teacher education (TE) for autonomy, emphasizing the need to strengthen the theory–practice nexus in initial and in-service programmes. Drawing on case studies and review research, it argues that fostering learner-centred pedagogies requires experiential and reflective approaches that integrate teacher identity, agency, and professional ideals. The discussion highlights five key challenges: connecting teacher identity and autonomy, developing a “re(ide)alistic” stance towards the profession, preparing students for teaching without real teaching, practising what is preached, and attending to the person. Strategies such as pedagogical inquiry, case analysis, microteaching, and dialogic feedback are explored as means to promote autonomy-oriented practices. The chapter advocates for a holistic, context-sensitive, and collaborative approach to curriculum design, aiming to prepare informed, reflective, and agentic professionals. Ultimately, TE for autonomy is presented as a dynamic, imperfect, yet essential endeavor to empower teachers and learners and to advance democratic and humanistic values in education.},
publisher = {Routledge},
keywords = {Language teacher education},
keywords = {Critical issues},
keywords = {Autonomy (Psychology)},
title = {Language teacher education for autonomy: critical issues and possible pathways: critical issues and possible pathways},
doi = {10.4324/9781003412021-13},
author = {Vieira, Flávia and Jiménez Raya, Manuel and Manzano Vázquez, Borja},
}