Language Teacher Education Research

Over the past few decades, the concept of autonomy has emerged as a focal topic in language education, closely tied to learner-centered approaches and the democratization of classroom practices. There is a growing need for teacher education programs that equip language teachers to engage with the complexities of autonomy-oriented pedagogies (see Benson, 2011, and Vázquez, 2018), as educators and researchers increasingly advocate for student agency and teacher self-direction. This need is further emphasized by recent systematic reviews that highlight the evolving landscape of language teacher education research, which has expanded significantly in scope and methodological sophistication over the past four decades (Khany & Valizadeh, 2023). Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency bridges the gap between theory and practice in this area by presenting diverse case studies that illustrate the interplay between professional learning, teacher identity, and agency.