By Manuel Jimenez Raya, Lies Sercu
Not anyone graduating from college can any more have the semblance to have accomplished her or his studying occupation, nor to stay in a monocultural society. rather to the contrary, studying stands out as the significant enterprise of the pro way forward for someone who now leaves college. furthermore, the multicultural nature of present societies constitutes an extra significant measurement of any person’s existence and calls for development in intercultural competence alongside the lifespan. it is a e-book, within which numerous pathways towards the improvement of instructor expertise in selling learner autonomy and intercultural competence are mentioned. It specializes in the opportunity of motion learn, self-reflection, confident studying and self-report actions for instructor improvement, providing a couple of extra theoretically orientated chapters on instructor ideals, intercultural competence, learner autonomy, motion learn and eLearning. It additionally records a few case reviews during which instructor educators have attempted to aid lecturers in exploring and, very likely, constructing their very own attitudes and ideology concerning learner autonomy and intercultural competence, and relating to how you can advertise learner autonomy and foster intercultural competence among their scholars and in themselves as execs in educating.
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Additional info for Challenges in Teacher Development: Learner Autonomy and Intercultural Competence
Values, embedded in beliefs and defended val iantly as deeply personal inner loyalties, can cognitively outmanoeuvre scientific evidence or l ogical explanation. " In his synthesis of findings on beliefs and belief change, Pa j ares ( 1 992) includes the fol lowing general assumptions : the earlier a belief is incorporated into the belief structure, the more difficult it is to alter; n ewly ac quired beliefs are most vulnerable to change; applied to beliefs about teaching, it 43 seems that these beliefs are well-established by the time a student gets to college; these beliefs affect the way in which teachers perceive their own teaching situa tion.
While beliefs have been described as the most valuable psychological con struct to teacher education (Pintrich, 1 990) and "the c1earest indication of a teacher ' s professional growth" ( Kagan, 1 992: 8 5), they are also one of the most difficult to define. In section 3 , we focus on the sources of teachers ' beliefs. We point out that teachers have been social ized in a particular educational system historically located and culturally conceived - and that thi s socialization process continues to determine in part what they perceive as good teaching.
Lärarutbildningens Amnesdidaktik. Högskolan i Gävle. Uppsala: Universitetstryckeriet. st. l ohn, O. (2004a) . Piecing Together the Intercultural Jigsaw in the Foreign Language Classroom. Master' s dissertation, Rapport Fk C/D 0402 . Institute for Teacher Education, Uppsala University. St. lohn, O . (2004b). Towards a pedagogy for FL intercultural competence. In M . ), Cultures in Contact: A Festschrifi for Ingrid Westin (HS Institutionens S kriftserie nr . 1 1) Gävle: Högskolan i G ävle. Tomberg, U .
Challenges in Teacher Development: Learner Autonomy and Intercultural Competence by Manuel Jimenez Raya, Lies Sercu