No abstract

Introducción. En las publicaciones científicas se han producido un gran número de intentos de conceptualizar la construcción de la metacognición en los últimos tres decenios. El concepto en sí ha aumentado su popularidad en casi todas las disciplinas que van desde la comunicación a la enfermería. Esta popularidad se ha materializado con una gran cantidad de inventarios metacognitivo desarrollado. Sin embargo, no existe un inventario específicamente diseñado, exclusivamente para los profesores, que conozcamos por la literatura. En este punto, este estudio tiene por objeto elaborar un inventario de la conciencia metacognitiva para los profesores, a partir del inventario desarrollado para la conciencia metacognitiva de los adultos.Método. El estudio consta de tres fases con el fin de hacer el inventario fiable y válido para ser utilizado en el contexto de la investigación educativa. Cada fase consistió en diferentes pasos, es decir, construcción de elementos, retroalimentación externa, análisis de SPSS, y pilotaje del inventario con un número de estudiantes de pedagogía.Resultados. Los resultados de este estudio, en tres fases, dan apoyo a la validez y fiabilidad de las puntuaciones en el inventario modificado por el investigador que se basa en el Inventario de conciencia metacognitiva (MAI).Discusión y Conclusiones. La versión modificada del MAI, titulado MAIT, es un un inventario válido y fiable para medir la conciencia metacognitiva de los docentes. Por lo tanto, este inventario puede ser utilizado como una herramienta para medir la conciencia metacognitiva docente, en el área de la investigación educativa.

In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of attention given to the topic during their teacher education. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy, including those teachers working in self-access centres. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. Perhaps surprisingly, despite the growing interest in autonomy, it was found that the selected books included almost no information about learner autonomy at all and did not, with one or two minor exceptions, focus on the development of skills for supporting autonomous learning.

It was the aim of this pilot study to investigate ELT student teachers' and teacher trainers' views on the use of the EPOSTL in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, selfassessment and awareness. In the light of the findings, it is proposed that the EPOSTL should not only be integrated into teacher education programmes but also be converted into an online format to make it more convenient for the student teachers.

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.