@misc{10481/93686,
year = {2024},
month = {6},
url = {https://hdl.handle.net/10481/93686},
abstract = {Teacher education should be understood as a crucial stage in teachers’ and student teachers’ professional development towards autonomy. Following different parameters (context, objectives, role of the participants, role of the teacher educator, conceptual framework, teacher development strategies and tools, outcomes, and constraints), the major aim of the present chapter is to analyse published work on the development of language teacher education initiatives directed at encouraging teacher professional development towards autonomy (i.e., teacher and learner autonomy). More specifically, it focuses on pre-service and in-service teacher education initiatives set up inside and outside Europe since 2016. The analysis underlines that teacher education for autonomy is grounded mainly on pedagogical inquiry, experiential learning, and reflection, including various strategies and tools. The chapter concludes by drawing relevant conclusions for future work on language teacher education for autonomy.},
abstract = {La formación docente debe entenderse como una etapa crucial en el desarrollo profesional de los docentes y futuros docentes hacia la autonomía. Siguiendo diferentes parámetros (contexto, objetivos, papel de los participantes, papel del formador docente, marco conceptual, estrategias y herramientas de desarrollo docente, resultados y limitaciones), el objetivo principal del presente capítulo es analizar el trabajo publicado sobre el desarrollo de iniciativas de formación de profesores de idiomas dirigidas a fomentar el desarrollo profesional docente hacia la autonomía (es decir, la autonomía del profesor y del alumno). En concreto, se centra en las iniciativas de formación docente inicial y permanente establecidas dentro y fuera de Europa desde 2016. El análisis subraya que la formación docente para la autonomía se basa principalmente en la indagación pedagógica, el aprendizaje experiencial y la reflexión, incluidas varias estrategias y herramientas. El capítulo concluye extrayendo conclusiones relevantes para el trabajo futuro sobre la formación de profesores de idiomas para la autonomía.},
publisher = {Routledge},
keywords = {Teacher education for autonomy},
keywords = {Teacher autonomy},
keywords = {Pre-service teacher education},
keywords = {In-service teacher education},
keywords = {Learner autonomy},
keywords = {Language teacher education},
title = {Teacher education for autonomy: An analysis of language teacher education initiatives for learner and teacher autonomy},
author = {Manzano Vázquez, Borja},
}