摘 要：广域教师教育研究倾向于把教师自主性等同于教师的专业自由。第二语言/ 外语教育虽然把教师的专业自由视为教师自主性的一个组成部分,但不是最重要的组成部分。本文首先简述近20几年第二语言教育的学习者自主性和教师自主性研究，从中勾画出教师自主性概念的主要发展脉络。接着讨论第二语言教育教师自主性概念发展的三个主要阶段并着重分析教师作用、教师专业化和教师专业自由等三个问题。最后探讨第二语言教育教师自主性研究对开展教师教育实践和研究的启示。
关键词：教师自主性； 学习者自主性； 教师教育； 第二语言/外语教育
Abstract:While the teacher education literature tend to equate teacher autonomy with professional freedom,the second/ foreign language education literature views professional freedom as one but by no means the most important element in a conception of teacher autonomy.Reviewing the development of the idea of teacher autonomy in second language education,we begin by outlining its origins in the literature on learner autonomy.We then discuss three major phases in the evolution of the idea of teacher autonomy in second language education,involving concerns with:(1)teacher roles,(2)teacher professionalism,and(3)professional freedom. In conclusion,we discuss the implications of different conceptions of teacher autonomy for teacher education practice and research.
Key Words:teacher autonomy; learner autonomy; teacher education; second/ foreign language education
中图分类号：H319 文献标识码：A 文章编号：1004-6038(2007)12-0033-05
1.引言
近二三十年来，学习者自主性（learner autonomy）以及相关概念如独立学习(independent learning)、自我导向(self_direction)和自我调控(self_regulation)已成为整个教育领域的热门话题。（剩余1819字）