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

Centre for Applied Linguistics, University of Warwick

Published online by Cambridge University Press:  03 December 2010

Ema Ushioda ,
Richard Smith ,
Steve Mann  and
Peter Brown
Ema Ushioda
Affiliation:
University of Warwick, UKe.ushioda@warwick.ac.uk
Richard Smith
Affiliation:
University of Warwick, UKe.ushioda@warwick.ac.uk
Steve Mann
Affiliation:
University of Warwick, UKe.ushioda@warwick.ac.uk
Peter Brown
Affiliation:
University of Warwick, UKe.ushioda@warwick.ac.uk
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Extract

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.

Type
Research in Progress
Information
Language Teaching , Volume 44 , Issue 1 , January 2011 , pp. 118 - 121
Copyright
Copyright © Cambridge University Press 2011

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References

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