Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study

Larissa Borges, Eduardo Castro
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Abstract

The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.
语言教师教育中的自主性、移情与转化:一项质的研究
语言教学和学习的复杂性要求教师能够反思自己的实践,适应不同的情况,并寻求可能满足学生需求和兴趣的解决方案(Borges, 2019;Borges & Magno e Silva, 2019)。此外,教师应该让学生的经历在课堂上更有意义和个性化。关于这一点,教师教育应该包括对同理心的反思,这样职前教师就能培养积极倾听的能力,欢迎学生的观点,并设身处地地为学生着想(Mercer, 2016)。教师教育也应该反思自主性,让职前教师在自身教育中发挥能动性,为课堂自主性的发展创造条件。考虑到这一点,本研究旨在调查巴西北部一所大学在职前语言教师在两门教学法课程中的转变。通过教学日记和课堂反思生成数据,然后对其进行定性分析(Saldaña, 2021)。研究结果表明,职前教师不仅意识到鼓励学习者自主学习的重要性,而且也意识到自己自主学习的重要性。日记还揭示了在实践中考虑移情对于培养学习者在课堂上的自主性是多么关键。讨论了对语文教师教育的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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