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Record Nr. |
UNINA9910320751403321 |
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Autore |
Jiménez Raya Manuel |
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Titolo |
Enhancing autonomy in language education : a case-based approach to teacher and learner development / / Manuel Jiménez Raya, Flávia Vieira |
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Pubbl/distr/stampa |
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Boston, Massachusetts : , : De Gruyter Mouton, , [2015] |
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©2015 |
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ISBN |
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1-61451-135-7 |
1-5015-0108-9 |
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Descrizione fisica |
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1 online resource (174 p.) |
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Collana |
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Studies in second and foreign language education, , 2192-0982 ; ; volume 9 |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Learner autonomy |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- Table of contents -- Foreword. The deep turn: Education for autonomy at a time teachers need hope -- Introduction -- Chapter 1. Promoting autonomy in (language) education -- Chapter 2. Teacher education for autonomy -- Chapter 3. Working with and learning from cases -- Chapter 4. Teachers writing cases from their own experience -- Chapter 5. Teacher educators writing cases from teachers' experience -- Conclusion -- References -- Index |
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Sommario/riassunto |
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The book explores the idea that pedagogy for autonomy requires the integration of teacher and learner development and can be enhanced through a case-based approach in teacher education. A case-based approach values experiential professional learning and expands professional competences necessary to promote autonomy in schools: developing a critical view of (language) education; managing local constraints so as to open up spaces for manoeuvre; centring teaching on learning; interacting with others in the professional community. Two strategies to implement the approach are presented and illustrated. The first one involves teachers in designing, implementing and evaluating experiences of pedagogy for autonomy, which are the basis for writing professional narratives and building a case portfolio. The second draws on teachers' pedagogical experience as the basis for the |
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