Teacher Autonomy: A Vygotskian Theoretical Framework. CLCS Occasional Paper No. 48.

Tort-Moloney, Daniele

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED412741

Title: Teacher Autonomy: A Vygotskian Theoretical Framework. CLCS Occasional Paper No. 48.

Full-Text Availability Options:

ERIC Full Text (902K) | More Info:
Help Find in a Library

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Teacher Autonomy: A Vygotskian Theoretical Framework. CLCS Occasional Paper No. 48.
Authors:	Tort-Moloney, Daniele
Descriptors:	Cognitive Development; Educational Psychology; Foreign Countries; Language Teachers; Learning Processes; Professional Autonomy; Second Language Instruction; Second Language Learning; Student Role; Teacher Role
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1997-00-00
Pages:	54
Pub Types:	Reports - General
Abstract:	A discussion of the work of Lev Vygotsky in the field of cognitive development focuses on how the Vygotskian concepts of internalization and mediated knowledge are crucial to the development of both learner and teacher autonomy in second language instruction. Focus is on theory, with empirical studies used as illustration. First, the Vygotskian notions of spontaneous and scientific concepts, scaffolding, and internalization in the zone of proximal development are explored as they relate to the concept of learner autonomy. It is then suggested that learner autonomy is dependent on teacher autonomy, and teacher autonomy is examined as both a pragmatic and a scientific concept. The roles of guided practice and self-regulation in such autonomy are considered. The final section applies what has been discussed to a number of issues, including teacher education, the classroom environment, the role of the first language in second language learning, and recent Vygotskian approaches in second language acquisition research. Contains 43 references. (MSE)
Abstractor:	N/A
Reference Count:	N/A

Note:	N/A
Identifiers:	Vygotsky (Lev S)
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0332-3889
Audiences:	N/A
Languages:	English
Education Level:	N/A

Back to Search Results