Teachers attitudes within a self-directed language learning scheme

Abstract

In the following article I explore one of the least studied areas of self-directed language learning: the attitudes of the language teachers that work as counsellors for self-directed language learners. In order to do this, I make use of Freeman’s scheme to define teacher education. Freeman’s is a very appropriate frame for this type of study because it includes attitudes as one of the four essential constituents of teacher education. Within an attitudinal construct, then, I analyse four different factors (students, past, colleagues and self) that account for the attitudes that the teacher has towards, in this specific case, self-directed language learning and the self-access centre s/he works for.