Pedagogical knowledge and the usage of technology in creating Learner autonomy

Abstract

Abstract: This article is discussed about the ways of creating learner autonomy with the help of pedagogical knowledge and technology. Pedagogical content knowledge is a unique domain of knowl ‑edge possessed by teachers. It can be seen as a teacher’s internalized procedural knowledge of how particular topics, problems and issues can be organized, adapted and presented to learners with di‑verse interests and capabilities. Keywords: pedagogical knowledge, technology, learner autonomy, metacognitive. One of the most important challenges facing foreign language teachers is that of making students self sufficient, autonomous learners who can manage their own learning and survive outside the sheltered environment of the classroom. Student perception of needs, knowledge of individual learning styles, ability to set goals, monitor the learning process, and carry out self‑evaluation are all needed for in‑dependent learning. Pedagogical content knowl‑edge is here sub‑divided into three: subject matter knowledge, knowledge of general pedagogy, and knowledge of learners in specific learning contexts. Pedagogical content knowledge is a unique domain of knowledge possessed by teachers. It can be seen as a teacher’s internalized procedural knowledge of how particular topics, problems and issues can be organized, adapted and presented to learners with diverse interests and capabilities. Pre‑ service teach‑ers need to be acquainted with this domain. They also need opportunities and tools to reflect on their prior beliefs and support in their metacognitive pro ‑cesses of self understanding.