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12
DanutaGabryś-Barker
ofteachertrainingwillcontributesignificantlytomakingpre-serviceand
novicesintoexpertteachers.
Itisbelievedthattheprofessionalknowledgethatprospectiveteachers
developinthecourseoftheirtraining
tendstobedeclarative,abstractandconceptual.Tereforethetraining
ofstudentteachersshouldintegrateconceptual,procedural,pragmatic
andtheoreticalideas[…].Learningtoteachinvolvesdevelopingvarious
formsofknowledgethatareacquiredindińerentways(Castejonand
Martinez2001:128).
Tisvolumefocusesontheimportanceofintroducingreflectiveteaching
byimplementingactionresearchintotheprogrammesoftrainingpre-
serviceandnoviceteachers,thatisFLstudentsinvariousteachertraining
programmesatuniversitiesandteachertrainingcolleges,whoareatthe
beginningoftheirteachingcareerorarestillinvolvedintheprocessof
gainingtheirprofessionalqualifications.Actionresearchisthusseenas
awayofdevelopingtheirautonomyintheforeignlanguageclassroomright
fromtheverybeginning.Italsoseekstotriggertheirneedtoexperiment,
createandtesttheirownassumptions,hypothesesandideasabouttheir
teachingcontexts,insteadofjustimplementingready-madesolutionsand
prescribedproceduresinteaching.
Itisimportanttointroduceinexperiencedteacherstoreflective
teachingbyinstructingthemonwaysofdevelopingitbymeansoftheir
ownclassroomresearch,whichthroughouttheyearsofteachingEnglish
willmakethemmoreawareoftheneedtokeeptheirmindsopento
reflection,andmorewillingtointerveneandchangefortheirlearners’
andtheirowngood.Creatinganddevelopingthiskindofatitudetowards
one’sownperformanceinaclassroomwillhopefullyhelptodevelopand
keepupateacher’sinitialenthusiasmandpositiveatitudetowardsthis
verydemandingprofessionandunderstandingthatnochangeandroutine
willinevitablyresultingoingbackwardsorevenleadtoprofessionalburn-
out.
20Autonomyinateachingcontext
Teacherautonomymeaningopennesstochangeresultsnotfromablind
followingoflearntprescribedclassroomproceduresandteachingmethods
butrathermanifestsitselfin
