Action research as a tool for critical teacher education towards learner autonomy

Abstract

This article focuses on a supervisory project carried out by a team of language teacher educators at the University of Minho (Portugal), where action research has been used as a teacher development strategy towards learner and teacher autonomy, both by the student teachers (in their practicum year) and by the supervisors as (action) researchers. The role of action research within critical teacher education towards learner autonomy will be discussed in the light of our experience.