Struggling for Autonomy in Language Education : Reflecting, Acting, and Being (Foreign Language Teaching in Europe .11) / Herausgegeben:Jimé/nez Raya, Manuel/ Vieira, Flá/via

ホーム
> 洋書
> ドイツ書
> Social Sciences, Jurisprudence & Economy
> Education Science / Pedagogic
> didactics, methodics, school education

言語教育における自律を求めて<br>Struggling for Autonomy in Language Education : Reflecting, Acting, and Being (Foreign Language Teaching in Europe .11) （2009. 196 S. 210 mm）

個数：

言語教育における自律を求めて
Struggling for Autonomy in Language Education : Reflecting, Acting, and Being (Foreign Language Teaching in Europe .11) （2009. 196 S. 210 mm）

Herausgegeben:Jimé/nez Raya, Manuel/ Vieira, Flá/via

ウェブストア価格 ¥17,056（本体¥15,506）
PETER LANG（2009発売）
外貨定価 EUR 68.95
ポイント 155pt

オンデマンド(OD/POD)版です。キャンセルは承れません。

【入荷遅延について】
世界情勢の影響により、海外からお取り寄せとなる洋書・洋古書の入荷が、表示している標準的な納期よりも遅延する場合がございます。
おそれいりますが、あらかじめご了承くださいますようお願い申し上げます。

◆画像の表紙や帯等は実物とは異なる場合があります。

◆ウェブストアでの洋書販売価格は、弊社店舗等での販売価格とは異なります。
また、洋書販売価格は、ご注文確定時点での日本円価格となります。
ご注文確定後に、同じ洋書の販売価格が変動しても、それは反映されません。

製本 Paperback:紙装版/ペーパーバック版／ページ数 196 p.
言語 ENG,ENG
商品コード 9783631580394

基本説明

Although from different angles, the chapters highlight the central role of teacher and learner development as interrelated aspects of pedagogy for autonomy in language education.

Full Description

Pedagogy for autonomy is a continuous struggle for transformative and empowering education. That struggle entails reflecting on what fosters or hinders teacher and learner development, acting towards challenging and reshaping oppressive forces and circumstances, and being willing to deal with complexity, uncertainty and risk-taking, without losing one's hopes and ideals. Our main purpose is to present and discuss ways in which critical reflecting, acting, and being emerge in contexts of teaching and/or teacher education, not as realisations of a grand theory of pedagogy for autonomy, but rather as local, idiosyncratic struggles to grasp and enhance the meanings that autonomy may (not) take in diverse educational settings. Although from different angles, the chapters highlight the central role of teacher and learner development as interrelated aspects of pedagogy for autonomy in language education.

Contents: Flávia Vieira: Introduction - Flávia Vieira: Pedagogy for autonomy and teacher education - putting teachers centre-stage - Ana Martins: Making learning journeys through reflective portfolios - Maria Alfredo Moreira/Deolinda Ribeiro: Then the I becomes Us... on collaborative supervision journals and the development of professional autonomy - Margarida Castro/Filomena Semião/Margarida Maia: Task-based English language teaching and learning - evaluating the impact of tasks on students - Leslie Bobb Wolff: The 'good language learner', learner autonomy and the teacher - Sultan Erdoğan: Learner-centred teaching - teachers' personal theories and perceived constraints - Flávia Vieira/Isabel Barbosa: Investigating contexts for autonomy - a study of learner readiness and beyond - José Luís Silva/Isabel Barbosa/Maria do Céu de Melo: Researching the curriculum - what images of autonomy do syllabi convey? - Manuel Jiménez Raya: On inquiry, action and identity in professional development towards pedagogy for autonomy.