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Promoting teacher–learner autonomy through and beyond initial language teacher education

By Ema Ushioda, Richard Smith, Steve J. Mann and Peter J. Brown

Abstract

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries

Topics: LB, PE
Publisher: Cambridge University Press
Year: 2011
OAI identifier: oai:wrap.warwick.ac.uk:34577

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Citations

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