Navegando por Palavras-chave "teacher autonomy"

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    Autonomy development and the classroom: reviewing a course syllabus
    (Pontifícia Universidade Católica de São Paulo - PUC-SP, 2008-01-01) Sprenger, Terezinha Maria [UNIFESP]; Wadt, Maria Paula Salvador; Universidade Federal de São Paulo (UNIFESP); Pontifícia Universidade Católica de São Paulo
    In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.
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    How do we know whether there has been progress in teacher autonomy?
    (Pontifícia Universidade Católica de São Paulo - PUC-SP, 2008-01-01) Sprenger, Terezinha Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to the perspective in the study.