Creating Space for Learner Autonomy: An Interactional Perspective

Autor/in	Szczepek Reed, Beatrice
Titel	Creating Space for Learner Autonomy: An Interactional Perspective
Quelle	In: Classroom Discourse, 8 (2017) 2, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szczepek Reed, Beatrice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2017.1328700
Schlagwörter	Music Education; Interaction; Classroom Communication; Personal Autonomy; Teaching Methods; Performance; Discourse Analysis; Learner Engagement; Higher Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Musikerziehung; Interaktion; Klassengespräch; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Großbritannien
Abstract	This paper is concerned with teachers' and learners' collaborative pursuit of learner autonomy in a highly asymmetrical education setting, the music masterclass. Evaluations are identified as a potential opportunity for the mutual construction of learner autonomy. The analysis shows that, while teaching professionals mitigate interactional inequalities and thus reflexively handle asymmetrical interaction, words alone do not address the imbalances that exist. It is only when teachers show determination in pursuing invitations for students to engage and provide sequential slots for them to do so that spaces for learner autonomy are created. Students are also shown to take charge of their own learning by evaluating themselves, rather than waiting for teachers to do so. The data show that, while interactional asymmetries can be deeply ingrained in traditional forms of instruction, the local co-construction of social life means that patterns of instruction can be negotiated "in situ" rather than being the inevitable result of established hierarchies. However, doing so requires considerable interactional effort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01