Pedagogy for Autonomy in FLTAn Exploratory Analysis on its Implementation through Case Studies

  1. Manzano Vázquez, Borja
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2015

Número: 23

Páginas: 59-74

Tipo: Artículo

DOI: 10.30827/DIGIBUG.53755 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Mediante diferentes estudios de caso, analizamos la práctica docente de seis profesores de lengua extranjera para investigar si la autonomía del aprendiz es un objetivo relevante en la enseñanza de lenguas extranjeras y cómo el concepto de una pedagogía para la autonomía es implementado en relación a los principios pedagógicos propuestos por Jiménez Raya et al. (2007). La principal conclusión de este estudio es que la autonomía del aprendiz dista de ser un objetivo educativo relevante en el contexto del aprendizaje de lenguas extranjeras. Los principios pedagógicos para el desarrollo de una pedagogía para la autonomía son ligeramente implementados ya que en muchos casos la práctica en el aula está dominada por un enfoque tradicional, centrado en el profesor.

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Fuente de los datos: Dialnet