Speakers
ABSTRACT
This presentation focuses on supporting educators in developing the knowledge and skills needed to help language learners develop learner autonomy. Taking a self-determination theory (SDT) perspective, the presenters look at how educators’ basic psychological needs can be satisfied through active engagement in community-based activities offered by a research institute in Japan.
Established in 2017, the aim of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies is to promote research, professional development, and best practice in developing learner autonomy in language learning. With this aim, RILAE staff and researchers have been building an active community of fellow educators and academics through free online webinars (“LAb Sessions”) for professional development, two academic journals, a professional certification course in advising for language learning, and an online repository of instruments for learner autonomy research. In this poster presentation, the presenters showcase each of these services – when and how often they are offered, how like-minded educators can contribute to them, and how they all facilitate our mission regarding learner and teacher autonomy and support educators’ basic psychological needs of autonomy, competence, and relatedness. The presenters look forward to having discussions with educators interested in learner and teacher autonomy.
KEYWORDS
Learner Autonomy, Teacher Autonomy, Professional Development, Self-Determination Theory
| TITLE | Supporting Educators in an Active Research Community for Promoting Learner |
|---|---|
| RELEVANT SIG | Teacher Development |
| FORMAT | In-person interactive poster session |
