Linking Teacher Professionalism and Learner Autonomy through Experiential Learning and Task Design

Autor/inn/en	Fleming, Douglas; Walter, Pierre
Titel	Linking Teacher Professionalism and Learner Autonomy through Experiential Learning and Task Design
Quelle	In: TESL Canada Journal, (2004) 4, S.58-72 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Second Language Instruction; Language Teachers; Professional Autonomy; Experiential Learning; Personal Autonomy; Comparative Analysis; Models; Classroom Techniques; Design + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Language teacher; Sprachunterricht; Berufsfreiheit; Experiental learning; Erfahrungsorientiertes Lernen; Individuelle Autonomie; Analogiemodell; Klassenführung
Abstract	Like others in the teaching profession, second language education (SLE) teachers have been subjected in recent years to a process of work intensification and accountability. This process makes use of externally developed sets of behavioral objectives, assessment instruments, commercially produced classroom materials, and externally controlled technologies. Taken together, these have resulted in a marked reduction in the freedom of dedicated SLE teachers to be inventive, flexible, adaptable, and responsive to students' needs. In short, teachers are losing professional autonomy. In this article, we argue that an experiential learning approach can help counter this trend. We describe and compare three theoretical frameworks and models in this orientation that have been developed specifically for SLE and draw out practical implications for classroom task design. We contend that experiential learning is more than a classroom management technique and argue the importance of linking learner autonomy and teacher professionalism through this approach. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10