Annual Seminar 2002
© QuiTE 2002 - 2006
University of Nottingham
Autonomy and Autonomies in Language Teacher Education
This paper considered how the design and delivery of a Masters level programme in 'Learner Autonomy' for overseas teachers of English at the University of Nottingham in the UK are informed by the development of autonomy at three different but interacting levels. These different levels relate to the course lecturer, the course participants and the participants' own language learners. In particular, the paper addressed the apparent dilemma of fostering autonomy at these three levels within a context beset by constraints, not least those imposed by the prevailing culture of 'accountability' in British higher education. Finally, it suggested how these constraints might have a positive influence on the course participants' understanding and development of autonomy as a concept, and provide the basis for continuing development of autonomy at each of the three levels.
18th October 2002
Held at the Institute of Education
Professor Martha C. Pennington
Powdrill Professor of English Language Acquisition, University of Luton
Teacher Identity in TESOL
The Association for the Promotion of
Pennington, M. Teacher Identity in TESOL
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