ERIC Number: ED530952
Record Type: Non-Journal
Publication Date: 2007
Reference Count: N/A
Challenges in Teacher Development: Learner Autonomy and Intercultural Competence. Foreign Language Teaching in Europe. Volume 10
Jimenez Raya, Manuel, Ed.; Sercu, Lies, Ed.
Peter Lang Frankfurt
No one graduating from school can any longer have the illusion to have completed her or his learning career, nor to live in a monocultural society. Quite on the contrary, learning will be the major business of the professional future of anyone who now leaves school. Moreover, the multicultural nature of current societies constitutes an additional major dimension of any person's life and requires growth in intercultural competence along the lifespan. This is a book, in which various pathways toward the development of teacher competencies in promoting learner autonomy and intercultural competence are discussed. It focuses on the potential of action research, self-reflection, constructive learning and self-report activities for teacher development, offering a number of more theoretically oriented chapters on teacher beliefs, intercultural competence, learner autonomy, action research and eLearning. It also documents a number of case studies in which teacher educators have tried to support teachers in exploring and, possibly, developing their own attitudes and beliefs regarding learner autonomy and intercultural competence, and regarding ways to promote learner autonomy and foster intercultural competence amongst their students and in themselves as professionals in teaching. Contents of this book include: (1) Introduction (Lies Sercu/Manuel Jimenez-Raya); (2) Learner Autonomy and Intercultural Competence (Lies Sercu/Oliver St.-John); (3) Teacher Beliefs and Their Impact on Teaching Practice: A Literature Review (Lies Sercu/ Oliver St.-John); (4) Foreign Language Teachers and Intercultural Competence. What Keeps Teachers from Doing What They Believe in? (Lies Sercu); (5) Pedagogy for Autonomy, Teachers' Attitudes and Institutional Change: A Case Study (Antoinette Camilleri-Grima); (6) Action Research: Professional Development through Enquiry (Enrica Flamini/Manuel Jimenez Raya); (7) Action Research as a Way to Professional Development (Ragnar Aagard/Helga Deeg/Enrica Flamini/Kees van Esch); (8) Reflective Teacher Development Towards Pedagogy for Autonomy in Schools: Promoting and Understanding Change through Pedagogical Inquiry (Flavia Vieira); (9) The Potential of E-Learning in the Professional Development of Teachers (Angela McFarlane/Anton Bradburn/Agnes McMahon/Nel Roche); (10) The Development of Language Teachers' Understandings of Intercultural Communicative Competence: A Bulgarian Distance Learning Case Study (Richard Fay/Leah Davcheva); (11) Learning about Online Learning: A Situated Approach (Diane Slaouti); and (12) Concluding Rermarks (Manuel Jimenez Raya/Lies Sercu).
Descriptors: Electronic Learning, Intercultural Communication, Action Research, Distance Education, Second Language Learning, Online Courses, Personal Autonomy, Organizational Change, Foreign Countries, Case Studies, Teacher Education, Reflection, Teacher Attitudes, Teaching Methods, Language Teachers, Second Language Instruction, Faculty Development, Inquiry
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Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Bulgaria