Task-Based Instruction for Autonomy: Connections with Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies

Autor/in	Vieira, Flávia
Titel	Task-Based Instruction for Autonomy: Connections with Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51 (2017) 3, S.693-715 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Second Language Instruction; Assignments; Student Centered Learning; Educational Change; Student Teachers; Practicums; Action Research; Portfolios (Background Materials); Reports; Teaching Methods; Professional Autonomy; Faculty Development; Teacher Empowerment; Barriers; Teacher Education Programs + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Assignment; Auftrag; Zuweisung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsreform; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Projektforschung; Abschlussbericht; Berichten; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit
Abstract	Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner-centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting theoretical discourses with the realities of schooling and teacher education, as well as investigating TBLT in particular contexts. An interpretative study is presented, focusing on the use of TBLT by two student teachers (STs) during their English language teaching (ELT) practicum in an initial teacher education (ITE) programme where autonomy-oriented action research projects are developed. Their portfolios and reports account for the feasibility of a weak approach to TBLT that transcends current practices and whose potential for promoting autonomy derives from a professional development framework where teaching and teacher education are conceived as empowering processes. Constraints and shortcomings relate to dominant cultures of teaching, STs' condition as learners, and the practicum model itself. Understanding how language teaching is shaped by contexts and developing empowering approaches to teacher education will help us enhance educational change as an interspace between reality and ideals, where possibilities for transformation are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01