In this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.

This paper focuses on the development of learner autonomy and foreign language oral production through peer collaboration in a Brazilian teacher education program. Brazilian students seldom have the opportunity to speak English beyond the classroom. In pre-service English teacher development, few students are proficient in the language, and to become teachers, they all need to make the most of opportunities to improve their competence in the language and to familiarize themselves with all the aspects of teaching and learning. This situation and the fact the university had an underused ICT laboratory for teacher development, led to the organization of a social learning space to stimulate autonomous work and collaboration among students beyond the classroom. A few students participated as volunteer collaborators, and their engagement in the activities was analyzed to find out whether they had opportunities to develop autonomy and oral skills. The aim of the paper is twofold: first, to describe the course of action designed for this context, drawing from literature on learner autonomy (Benson, 2000, 2011; Dam, 2000; Kohonen, 1992; Little, 1996; 1997; Murray, 2014) and social learning spaces (Allhouse, 2015; Heigham, 2011; Murray, 2014); and second, to discuss the development and preliminary results of this process.

No presente artigo, visamos a ilustrar como uma proposta de formação de professores busca integrar o conhecimento local globalizado e o conhecimento global localizado, conceito a que Kumaravadivelu(2006) se refere como glocal.  Assim, centradas nesse objetivo, descrevemos o curso integrado de Licenciatura em Português-Inglês da Universidade Federal de São Paulo (Unifesp), enfocando especificamente a formação de professores de inglês, área em que atuamos. Primeiramente, fazemos uma exposição geral do curso em foco e de seus princípios teóricos que o alicerçam.  A seguir, apresentamos as disciplinas específicas de língua e literaturas de língua inglesa para então destacarmos as que tratam especificamente da formação de professores de inglês.  Finalmente analisamos excertos de relatórios de estágio para verificar o que revelam sobre a articulação entre o local e global.

This volume originated from Phil Benson's visit to Brazil in 2007 and the discussions he conducted with two groups of Brazilian researchers at the Federal University of Minas Gerais -UFMG and the Catholic University of São Paulo -PUC-SP.The volume starts with Benson and Huang's critical account of how the focal interest on autonomy in foreign language learning has developed and changed and is now linked to autonomy in foreign language teaching. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. An alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.