Autonomy: a Requirement in the Education of Teachers of Languages for Specific Purposes

Autores/as

  • Niura Maria Fontana Universidade de Caxias do Sul, Caxias do Sul, Brasil

Palabras clave:

autonomy, teacher education, autonomy factors, autonomy construction

Resumen

Autonomy, seen as a sociocognitive competence to think and act through one’s own resources, is an essential requirement in the education of teachers of languages for specific purposes, due to the typical characteristics of the approach. The building-up of autonomy comprises several inter-related factors: awareness raising, critical reflection, appropriation of theoretical and methodological knowledge, decision making, and self-management of the knowledge presupposed in the competence of teaching languages for specific purposes. Within this context, knowledge appropriation and construction emerge as factors with a strong impact on the education of the autonomous teacher, a teacher who is able to create and implement courses of study and subjects for specific purposes.

Biografía del autor/a

Niura Maria Fontana, Universidade de Caxias do Sul, Caxias do Sul, Brasil

Niura Maria Fontana is a Professor in the Department of Letters at Universidade de Caxias do Sul, RS. She works as teacher educator and develops research on reading and reading materials for the tertiary level. Her interests include teacher education, reading as a social practice, reading materials and discourse genre.

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Cómo citar

Fontana, N. M. (2011). Autonomy: a Requirement in the Education of Teachers of Languages for Specific Purposes. The ESPecialist, 29. Recuperado a partir de https://revistas.pucsp.br/index.php/esp/article/view/6203

Número

Vol. 29 (2008): Especial

Sección

Papers

Licencia

The authors grant the journal all copyrights relating to the published works. The concepts issued in signed articles are the absolute and exclusive responsibility of their authors.