By Manuel Jimenez Raya, Lies Sercu
Nobody graduating from university can to any extent further have the semblance to have accomplished her or his studying occupation, nor to reside in a monocultural society. fairly to the contrary, studying would be the significant company of the pro way forward for someone who now leaves institution. furthermore, the multicultural nature of present societies constitutes an extra significant size of any person’s lifestyles and calls for development in intercultural competence alongside the lifespan. it is a publication, within which a variety of pathways towards the advance of instructor talents in selling learner autonomy and intercultural competence are mentioned. It specializes in the opportunity of motion examine, self-reflection, confident studying and self-report actions for instructor improvement, supplying a couple of extra theoretically orientated chapters on instructor ideals, intercultural competence, learner autonomy, motion study and eLearning. It additionally files a few case reports within which instructor educators have attempted to help academics in exploring and, potentially, constructing their very own attitudes and ideology relating to learner autonomy and intercultural competence, and concerning how you can advertise learner autonomy and foster intercultural competence among their scholars and in themselves as pros in instructing.
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Additional resources for Challenges in Teacher Development: Learner Autonomy and Intercultural Competence
1 99 1 ). ' Background studies' in Engl ish foreign language teaching: Lost opportunities in the comprehensive school debate. In D. B uttj e s & M. ), Mediating Languages and Cultures. Clevedon : Multilingual M atters. Byram, M . , Morgan, C. et al. ( 1 994). Teaching-and-Learning Language-and CuIture. C levedon, UK: Multi lingual Matters. Byral11 , M. ( 1 995). Acquiring intercultural competence: A review of leam ing theories. In L. ), In/erculturaI Campe/ence. A New Challenge far Language Teachers and Trainers in Europe.
An information transmission intention is always associated with a teacher-focused strategy and a conceptual change inten tion is always associated with a student-focused strategy. No examples were found of teachers who had an information transmission intention and a student focused strategy. Trigwel l and Prosser argue that this finding has important im p l ications for professional development efforts in that "j ust helping academic staff become aware of, or even practising, particular strategies will not necessar ily lead to substantial changes in teaching practice.
H i ll sdale (NJ): Lawrence Erlbaum Associates. B andura, A. ( 1 986). SociaI Foundations of Thought and A ction. Englewood Cliffs, N J : Prentice-Hall. C. ( 1 93 2). Remembering Cambridge : Cambridge University Press. B aumann, G. ( 1 999). The Multicultural Riddle. New York and London : Rout ledge. B oekaerts, M. J. Cl 995). L eren en Instructie. Assen : Dekker & Van de Vegt. Brislin, R. & Yoshida, T. ( 1 994). InterculturaI Communicatian Training: An ln troduction. Califomia: Sage Publications.