Learner autonomy – teacher autonomy: Interrelating and the will to empower
Learner autonomy – teacher autonomy: Interrelating and the will to empower
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学习者自主权——教师自主权：相互关联和授权的意愿
DOI：
10.1075/aals.1.08la
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
W. Ganza
中科院分区：
文献类型：
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作者：
W. Ganza
本文旨在探讨在课堂教学环境下的学习者自主性和教师自主性的结构：特别是，相互关系的考虑，可能会告知教学决策。相互关联的概念-意味着情感的参与和连接，而术语互动不-是本文件的重点是教师-学习者环境中的人际动态，特别是在这些动态可能会影响学习者的自主能力。在对自主学习及其相关概念进行界定时，本文介绍了作者近年来对教师和学生对自主学习的认知以及师生关系的研究所形成的理论，即传统的教学语境是一个动态的相互关系空间。有人认为，发展学习者的自主能力只有在相互关系的动态方面才有意义：即，学习者自主性取决于学习者和教师创造和维持一种特定的相互关系气氛的能力，这种气氛是根据影响或对影响的克制来定义的。教师与学生的关系，从而学习过程的教育质量，可能沉淀的故障的因素进行了讨论。本文回顾了动态的相互关系空间的影响，学习者和教师的创造一个相互关系的气氛有利于发展和维护学习者的自主性，并为教师寻求产生一个相互关系的气氛有利于他或她的自主性作为一个教师在制度和官僚的限制。作者的研究表明，类似于教师和学习者，教师和他们的课程协调员或主任创造的相互关系的气候，也是不断变化的紧张局势的特点，涉及影响和约束的影响。了解这些动态以及似乎是增强能力意愿的基础的能力，可以帮助教师确保学生的自主性和他们自己的自主性。
This paper aims to explore the constructs of learner autonomy and teacher autonomy in the context of classroom-based language teaching: particularly, interrelational considerations that might inform pedagogical decisions. The concept of interrelating – implying affective engagement and connection where the term interacting does not – is central to the present paper’s focus on the interpersonal dynamics of the teacher-learner context, especially in so far as these dynamics might influence a learner’s capacity to be autonomous. In defining learner autonomy and related terms, the paper presents theory emerging from the author’s recent research into teachers’ and learners’ perceptions of learner autonomy and the teacher-learner relationship, which conceives of the traditional teaching-learning context as a Dynamic Interrelational Space. It is argued that developing a learner’s capacity to be autonomous is meaningful only in terms of interrelational dynamics: i.e., that learner autonomy depends upon the capacity of the learner and the teacher to generate and maintain a particular interrelational climate defined in terms of influence or restraint from influence. Factors that might precipitate the breakdown of the teacher-learner relationship, and thus the educative quality of the learning process, are discussed. The paper reviews the implications of the Dynamic Interrelational Space for both the learner’s and teacher’s creating an interrelational climate conducive to the development and maintenance of learner autonomy, and for the teacher’s seeking to generate an interrelational climate conducive to his or her autonomy as a teacher within institutional and bureaucratic constraints. The author’s research shows that, similarly to teachers and learners, teachers and their course coordinators or directors create interrelational climates that are also characterized by changing tensions involving influence and restraint from influence. An appreciation of these dynamics, and of the capacities that appear to underpin the will to empower, can help teachers in ensuring both their learners’ autonomy and their own.