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Challenges in Teacher Development: Learner Autonomy and Intercultural Competence

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Edited By Manuel Jiménez Raya and Lies Sercu

No one graduating from school can any longer have the illusion to have completed her or his learning career, nor to live in a monocultural society. Quite on the contrary, learning will be the major business of the professional future of anyone who now leaves school. Moreover, the multicultural nature of current societies constitutes an additional major dimension of any person’s life and requires growth in intercultural competence along the lifespan. This is a book, in which various pathways toward the development of teacher competencies in promoting learner autonomy and intercultural competence are discussed. It focuses on the potential of action research, self-reflection, constructive learning and self-report activities for teacher development, offering a number of more theoretically oriented chapters on teacher beliefs, intercultural competence, learner autonomy, action research and eLearning. It also documents a number of case studies in which teacher educators have tried to support teachers in exploring and, possibly, developing their own attitudes and beliefs regarding learner autonomy and intercultural competence, and regarding ways to promote learner autonomy and foster intercultural competence amongst their students and in themselves as professionals in teaching.

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Tntroduction Lies Sercu and Manuel Jimenez Raya ... _ _ . . __ _ ___ _ . ____ _ ___ 7 Learner autonomy and intercultural competence A dri Elsen and Oliver St.-John 1 5 Section \ : Teachers ' bel iefs : changing teachers ' bel iefs is prerequ isite to changing teaching practice _ . . .. ___ ___ ._ .. _. _ . __ . .. ___ . . . _ . . _. _ 3 9 Teacher beliefs and their impact o n teaching practice : a l iterature review Lies Sercu and Oliver St . .lohn. _____ _ . . . _ _ ___ _ _ _ 4 1 Foreign language teachers and intercultural competence . What keeps teachers from doing what they believe in? Lies Sercu .. . __ . . _. ____ . _ _ _ . ___ ._. ______ _ 65 Pedagogy for autonomy. teachers ' attitudes and institutional change : a case study Antoinette Camilleri-Grima 8 1 Section 2 : Action research and teachers ' professional isation _______ 1 03 Action Research : Professional development through enquiry Enrica Flamini and Manuel Jimenez Raya . .. . __ _ . _. ___ . . _ __ __ 1 05 Action research as a way to professional deve lopment Ragnar A agard, Helga Deeg, Enrica Flamini, Kees van Esch _ . . _____ 1 25 Reflective teacher development towards pedagogy for autonomy in schools : promoting and understanding change through pedagogical in- quiry Flavia Vieira \47 Section 3 : E-learning and teachers ' professional isation _____ _ _ _ 1 69 The potential of e-Iearning in the professional development of teachers Angela McFarlane, Anton Bradburn, Agnes McMahon [lI1d Nel Roche _. __ 1 7 1 The development of language teachers' understandings of intercultural communicative competence : a Bulgarian distance learning case study Richard F ay and Leah Davcheva _ _______ \9\ 5 Leaming about onl ine leaming: a s ituated approach Diane Slaouti _____________________ _ 2 1 3 Conc\uding remarks Manuel Jimenez Raya and L ies Sercu ____________ _ 233 6

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