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Book Review: "Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency" | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 14، دوره 13، شماره 1، تیر 2025، صفحه 247-250 اصل مقاله (409.29 K) | ||
| نوع مقاله: Book Review | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2025.30216.1753 | ||
| نویسنده | ||
| Muhammed Parviz* | ||
| Assistant Professor of Applied Linguistics, Department of English, Imam Ali University, Tehran, Iran. | ||
| چکیده | ||
| Teachers are invaluable assets to the education system, particularly in a post-method era that not only redefines their role but also expands their responsibilities. Within this evolving educational landscape, the concept of “teacher autonomy” has gained significant recognition as a vital factor influencing the development of learner autonomy in second language acquisition. This relationship underscores the idea that when teachers are empowered to exercise their autonomy, they can foster more independent and motivated learners. This understanding of teacher autonomy is crucial because it has significant implications for the language teaching profession and the dynamics within the language classroom. As individuals enter the English language teaching profession or seek to advance in their careers, it becomes increasingly beneficial to engage with the various interpretations and dimensions of teacher autonomy encountered in our field. Recognizing these different aspects is essential for professional growth, as it helps educators to understand how autonomy can enhance their instructional effectiveness, ultimately enriching the learning experiences of both teachers and students. To better understand and develop these concepts, Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency systematically examines how autonomy can be cultivated within language teacher education programs. This work explores diverse lenses including theoretical, reflective, collaborative, and technological perspectives, demonstrating how teacher autonomy can be integrated into various pedagogical frameworks. The chapters, organized thematically, illustrate the dynamic and relational nature of autonomy across different educational contexts, featuring specific contributions from different authors. | ||
| کلیدواژهها | ||
| Autonomy؛ Teacher Education؛ Identity | ||
| مراجع | ||
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Parviz, M. (2025). Book review: Raya, Manuel Jiménez, Vázquez, Borja Manzano, & Vieira, Flávia (Eds.). Pedagogies for autonomy in language teacher education: Perspectives on professional learning, Identity, and Agency. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 13(1), 247-250.
Parviz, M. (2025). Book review: Raya, Manuel Jiménez, Vázquez, Borja Manzano, & Vieira, Flávia (Eds.). Pedagogies for autonomy in language teacher education: Perspectives on professional learning, Identity, and Agency. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 13(1), 247-250.
Parviz, M. (2025). Book review: Raya, Manuel Jiménez, Vázquez, Borja Manzano, & Vieira, Flávia (Eds.). Pedagogies for autonomy in language teacher education: Perspectives on professional learning, Identity, and Agency. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 13(1), 247-250. | ||
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