Teaching for Learner Autonomy: The Teacher's Role and Sociocultural Theory

Autor/in	Feryok, Anne
Titel	Teaching for Learner Autonomy: The Teacher's Role and Sociocultural Theory
Quelle	In: Innovation in Language Learning and Teaching, 7 (2013) 3, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2013.836203
Schlagwörter	Teacher Role; Personal Autonomy; Class Activities; Foreign Countries; Asians; College Students; College Faculty; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Immersion Programs; Interviews; Observation; Audio Equipment; Video Technology; Accountability; Classroom Techniques; Professional Autonomy; Teaching Methods; Language Tests; Test Preparation; Course Descriptions; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Lehrerrolle; Individuelle Autonomie; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Fakultät; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Immersionsprogramm; Interviewing; Interviewtechnik; Beobachtung; Audio-CD; Verantwortung; Klassenführung; Berufsfreiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Kursstrukturplan
Abstract	What is the role of the teacher in developing learner autonomy? The limited research in this area is seldom situated in theory and often based on self-reported data. This study is situated in sociocultural theory and draws on two constructs, the zone of proximal development and imitation, to explain the teacher's role in developing autonomy. The case of an experienced English as a Foreign Language (EFL) teacher of Japanese college students in an English-language immersion program is examined through 12 lesson observations with field notes collected over a 9-month period, and augmented with 3 audiotaped interviews based on videotapes of the final 3 observations. The interview transcripts were deductively coded for autonomy through control, choice, and responsibility, and these codes used in examining summaries of the observations while looking for patterns of development. The findings show that the teacher understood autonomy as student accountability for their own learning, which he tried to promote by handing over management of classroom activities to the students. One implication is that teacher autonomy was the foundation on which this teacher's cognitions and practices were built. Another is that teachers implicitly know more than they can readily articulate, as the research process pushed the teacher to articulate his cognitions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01