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Introduction: Teacher Education for Self-Access.

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Title: Introduction: Teacher Education for Self-Access.
Authors: Ambinintsoa, Dominique Vola1 editor@sisaljournal.org
Source: Studies in Self-Access Learning Journal. Sep2025, Vol. 16 Issue 3, p474-476. 5p.
Subject Terms: *Learner autonomy, *Self-regulated learning, *Teacher training, *Autodidacticism, *Teacher education, *Foreign language education, *Collaborative learning, *Educational technology
Abstract: The article focuses on a special issue of the SiSAL Journal dedicated to teacher education for self-access and outside-class support. It includes five papers that explore various aspects of teacher training, emphasizing the importance of self-regulated learning and professional development in fostering learner autonomy. The studies cover collaborative online learning environments, the use of self-regulated learning strategies by English as a Foreign Language (EFL) student teachers, and the impact of workplace well-being on teachers' ability to support autonomous learning. The findings suggest that integrating technology, collaborative learning, and reflective practices can enhance teacher competence and student engagement in diverse educational contexts. [Extracted from the article]
Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Introduction: Teacher Education for Self-Access.
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  Data: <searchLink fieldCode="AR" term="%22Ambinintsoa%2C+Dominique+Vola%22">Ambinintsoa, Dominique Vola</searchLink><relatesTo>1</relatesTo><i> editor@sisaljournal.org</i>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Self-Access+Learning+Journal%22">Studies in Self-Access Learning Journal</searchLink>. Sep2025, Vol. 16 Issue 3, p474-476. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink>
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  Data: The article focuses on a special issue of the SiSAL Journal dedicated to teacher education for self-access and outside-class support. It includes five papers that explore various aspects of teacher training, emphasizing the importance of self-regulated learning and professional development in fostering learner autonomy. The studies cover collaborative online learning environments, the use of self-regulated learning strategies by English as a Foreign Language (EFL) student teachers, and the impact of workplace well-being on teachers' ability to support autonomous learning. The findings suggest that integrating technology, collaborative learning, and reflective practices can enhance teacher competence and student engagement in diverse educational contexts. [Extracted from the article]
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  Data: <i>Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Teacher training
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              Text: Sep2025
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