Abstract
This paper describes a project about the beliefs and practices regarding learner
autonomy (LA) held by English language teachers in a university language centre.
A distinctive feature of this project was the manner in which professional
development workshops for the teachers were informed by prior research about
these teachers’ perspectives on LA. Following a brief rationale for the project, we
outline its research component before illustrating how this shaped the teacher
workshops. The model for relating research and professional development we
illustrate here is one that we believe can be applied more generally in supporting
teacher development and institutional change in E LT.
autonomy (LA) held by English language teachers in a university language centre.
A distinctive feature of this project was the manner in which professional
development workshops for the teachers were informed by prior research about
these teachers’ perspectives on LA. Following a brief rationale for the project, we
outline its research component before illustrating how this shaped the teacher
workshops. The model for relating research and professional development we
illustrate here is one that we believe can be applied more generally in supporting
teacher development and institutional change in E LT.
| Original language | English |
|---|---|
| Pages (from-to) | 283 – 292 |
| Number of pages | 10 |
| Journal | English Language Teaching Journal |
| Volume | 66 |
| Issue number | 3 |
| Publication status | Published - 2012 |