Terezinha Maria Sprenger
Biographic Data
| ID | 1396167 |
|---|---|
| NAME | Terezinha Maria Sprenger |
| GIVEN NAMES | Terezinha Maria |
| FAMILY NAME | Sprenger |
| SIGNATURE | SPRENGER T M |
| AFFILIATIONS | Universidade Federal de São Paulo |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 1 |
Autonomy development and the classroom
In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and t…
How do we know whether there has been progress in teacher autonomy
This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to …
Prefácio
Autonomy development and the classroom
In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and t…
Autonomy development and the classroom
In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and t…
How do we know whether there has been progress in teacher autonomy
This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to …
Prefácio
Autonomy (3 works) · Philosophy (3 works) · Political science (3 works) · Learner autonomy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Computer Science (1 work)