A collaborative perspective for autonomy in teaching and learning

This chapter examines how autonomy as a teaching-learning concept can prevail in a predominantly teacher-centered learning environment at the tertiary level. To do so, a comprehensive collaborative paradigm is used to highlight the inter-relationships between the players, the language and the subjec...

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Main Author:	Ng, Kwei Kuen
Format:	Article
Language:	English
Published:	Penerbit UKM 2005
Online Access:	http://journalarticle.ukm.my/741/ http://journalarticle.ukm.my/741/ http://journalarticle.ukm.my/741/1/GemaVol4.2.2004No1.pdf

id	ukm-741
recordtype	eprints
spelling	ukm-7412016-12-14T06:28:03Z http://journalarticle.ukm.my/741/ A collaborative perspective for autonomy in teaching and learning Ng, Kwei Kuen This chapter examines how autonomy as a teaching-learning concept can prevail in a predominantly teacher-centered learning environment at the tertiary level. To do so, a comprehensive collaborative paradigm is used to highlight the inter-relationships between the players, the language and the subject in an EAP context. This will demonstrate how instructors and learners can explore autonomy first separately then together. The observations and experiences gathered over a two-year period in a tertiary institution in Malaysia provide the body of data on which this chapter is based. The findings suggest that autonomy, in particular learner autonomy, cannot be “taught.” It needs to be developed by the teacher suppressing the desire to lead, and overcoming her phobia of uncertainty. Additionally, the language teacher must be prepared to collaborate with the subject lecturer to authenticate the learning goals. Penerbit UKM 2005 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/741/1/GemaVol4.2.2004No1.pdf Ng, Kwei Kuen (2005) A collaborative perspective for autonomy in teaching and learning. GEMA: Online Journal of Language Studies, 5 (1). pp. 1-17. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This chapter examines how autonomy as a teaching-learning concept can prevail in a predominantly teacher-centered learning environment at the tertiary level. To do so, a comprehensive collaborative paradigm is used to highlight the inter-relationships between the players, the language and the subject in an EAP context. This will demonstrate how instructors and learners can explore autonomy first separately then together. The observations and experiences gathered over a two-year period in a tertiary institution in Malaysia provide the body of data on which this chapter is based. The findings suggest that autonomy, in particular learner autonomy, cannot be “taught.” It needs to be developed by the teacher suppressing the desire to lead, and overcoming her phobia of uncertainty. Additionally, the language teacher must be prepared to collaborate with the subject lecturer to authenticate the learning goals.
format	Article
author	Ng, Kwei Kuen
spellingShingle	Ng, Kwei Kuen A collaborative perspective for autonomy in teaching and learning
author_facet	Ng, Kwei Kuen
author_sort	Ng, Kwei Kuen
title	A collaborative perspective for autonomy in teaching and learning
title_short	A collaborative perspective for autonomy in teaching and learning
title_full	A collaborative perspective for autonomy in teaching and learning
title_fullStr	A collaborative perspective for autonomy in teaching and learning
title_full_unstemmed	A collaborative perspective for autonomy in teaching and learning
title_sort	collaborative perspective for autonomy in teaching and learning
publisher	Penerbit UKM
publishDate	2005
url	http://journalarticle.ukm.my/741/ http://journalarticle.ukm.my/741/ http://journalarticle.ukm.my/741/1/GemaVol4.2.2004No1.pdf
first_indexed	2023-09-18T19:31:38Z
last_indexed	2023-09-18T19:31:38Z
_version_	1777404999847903232

A collaborative perspective for autonomy in teaching and learning

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