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Challenges in Teacher Development: Learner Autonomy and Intercultural Competence


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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Section 3: E-Learning and teachers' professionalisation


Section 3 : E-Iearning and teachers ' professionalisation The potential of e-Iearning in the professional development of teachers Angela McFarlane Anton Bradburn Agnes McMahon Nel Roche Graduate School of Education, University of Bristol 1 . Introdu ction It now seems to be an accepted consequence of the information age that those who remain economically and socially active will need to be competent l ife long learners . Implicit in this notion is an assumption that the knowledge and ski l ls base associated with the world of work are and will remain dynamic, changing and developing over the working l ife of any individual . In order to remain fully aware of updated processes, protocols and the theoretical evolution underpinning them as wei l as the implication of these for personal practice, it is necessary for that practice to integrate an on-going programme of training and professional de­ velopment with the day to day execution of the j ob itself. Traditional models in the publ ic and private sectors have included sending people on courses of varying duration, as weil as a certain amount of so-called ' on the job ' training such as shadowing a more accomplished colleague. Both of these styles of training in­ volve an interruption to the work pattern, and can be costly, especial ly in the case of courses where a venue, time, travel and resources must all be covered. It is not surprising therefore that from the earliest days of networked com­ puting the commercial sector looked to...

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