Pedagogies for Autonomy in Language Teacher Education Perspectives on Professional Learning, Identity, and Agency

1. Bridging the gap between theory and practice in initial teacher education for autonomy

Manuel Jiménez Raya, Borja Manzano Vázquez and Flávia Vieira

2. Teacher education for autonomy: An analysis of language teacher education initiatives for learner and teacher autonomy

Borja Manzano Vázquez

3. Identity and autonomy development in learning to teach EFL: Making sense of cognitive/emotional dissonance

Juan de Dios Martínez Agudo

4. Linking principle and practice in initial language teacher education for learner and teacher autonomy: The case for student teacher case writing

Manuel Jiménez Raya

5. Enhancing autonomy through inquiry in practicum settings: Insights from a narrative of practice in primary English teaching

Flávia Vieira

6. Language teacher education as a two-way autonomy development process: Student teachers and teacher educators as learners

Marcella Menegale

7. Developing collaborative teacher autonomy for learning to teach English to young learners

Yunus Emre Akbana and Kenan Dikilitaş

8. Autonomous participation in post-observation feedback discussions: Post-practicum teacher candidates as relative old-timers in an ELT methods course

Masaki Kobayashi and Emi Kobayashi

9. Becoming a learner again: Implications for autonomy teacher education

Mira Kim and Bosheng Jing

10. From university to schools: Insights from novice language teachers into teacher autonomy

Ayşegül Okay and Cem Balçıkanlı

11. Learning to learn foreign languages: Empowering pre-service EFL teachers

Larissa Dantas Rodrigues Borges and Walkyria Magno e Silva

12. The use of a self-reflective instrument for pre-service language teachers in Brazil: Discussions on autonomy, agency, and the use of digital technologies

Bruna Quartarolo Vargas, Christine Nicolaides and Junia Braga

13. Language teacher education for autonomy: Critical issues and possible pathways

Flávia Vieira, Manuel Jiménez Raya and Borja Manzano Vázquez

Biography

Manuel Jiménez Raya is Professor of Applied Linguistics at the University of Granada, Spain. He works in the fields of learner and teacher autonomy and language teacher education. 

Borja Manzano Vázquez is Lecturer at the Department of English and German Philology, University of Granada, Spain. He works in the fields of learner and teacher autonomy in language education and language teacher education, and bilingual education.

Flávia Vieira is Professor at the University of Minho, Portugal. She works in the fields of language teacher education, pedagogy for autonomy, and pedagogy in HE.

"Why does the nurturing of learner autonomy, essential in an increasingly unpredictable world, remain so elusive in many contexts? This illuminating volume offers a convincing way forward through teacher education case studies demonstrating the links between the theory-practice nexus and teacher autonomy – an essential element in pedagogy for autonomy. Inspirational!"

Professor Terry Lamb, University of Westminster, UK

"In this timely addition to Jiménez Raya’s & Vieira’s previous Routledge (2021) volume, the contributors (all teacher educator-researchers) present a number of experience-based ideas, linking theory and practice... With a particularly insightful focus on teacher education in general and reflective practice specifically, the multi-layered field of language teacher education for autonomy is amply covered from an internationally-diverse set of teaching contexts."

Graeme Porte, Editor, Language Teaching (CUP), Spain