Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/54524

TitleEnhancing pedagogy for autonomy through learning communities: making our dream come true?
Author(s)Vieira, Flávia
KeywordsPedagogy for autonomy
University-school networks
Learning communities
Professional knowledge
Issue date2009
PublisherTaylor and Francis
JournalInnovation in Language Learning and Teaching
CitationVieira, F. (2009). Enhancing pedagogy for autonomy through learning communities: Making our dream come true?. Innovation in Language Learning and Teaching, 3(3), 269-282. doi: 10.1080/17501220903404525
Abstract(s)Academic researchers and teacher educators have had a leading role in the field of autonomy in language education, hoping that teachers can ‘make their dreams come true’. However, the pedagogy for autonomy dream will only come true when it becomes the teachers’ dream, which means that unless they also play a leading role in the construction of knowledge for the promotion of learner autonomy, opportunities for transforming school pedagogy will be missed. One possibility is to form university_school networks that function as learning communities where (inter)personal development is linked to the definition of common goals, allowing for diversity in a democratic, supportive environment. I build on the case of the Grupo de Trabalho-Pedagogia para a Autonomia (Working Group-Pedagogy for Autonomy) to discuss the nature and the potential value of such communities for developing professional knowledge that is teaching/teacher development-based, context-sensitive and fluid.
TypeArticle
URIhttp://hdl.handle.net/1822/54524
DOI10.1080/17501220903404525
ISSN1750-1229
e-ISSN1750-1237
Peer-Reviewedyes
AccessRestricted access (Author)
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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