Asserting Our Culture: Teacher Autonomy from a Feminist Perspective

Aoki, Naoko; Hamakawa, Yukiyo

doi:10.1057/9780230504684_14

Cited by 11 publications

(7 citation statements)

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“…Palfreyman & Smith's (2003) recent collection of papers thus represents an important attempt to take the discussion of autonomy and culture beyond discussion of teaching and learning methods. Palfreyman (2003b), for example, discusses the different ways in which various stakeholders involved in attempts to implement autonomy in a Turkish university understood and represented the concept, while Aoki & Hamakawa (2003) attempt to break away from ethnic or national conceptions of culture, by exploring issues of autonomy from a feminist perspective. There has also been a trend in the recent literature to seek harder empirical evidence on responses to the idea of autonomy among students from China (Tang 1999;Gan, Humphrey & Hamp-Lyons 2004;Gieve & Clark 2005;Huang 2006a;Ruan 2006), Hong Kong (Littlewood 1999;Chan, Spratt & Humphrey 2002;Braine 2003) and Japan (Smith 2001;Nix 2002;Snyder 2002;Tomei 2002).…”

Section: Autonomy and Culturementioning

confidence: 99%

Autonomy in language teaching and learning

Benson¹

2007

Lang. Teach.

595

340

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There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as selfregulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

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Section: Autonomy and Culturementioning

confidence: 99%

Autonomy in language teaching and learning

Benson¹

2007

Lang. Teach.

595

340

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“…Wilches, 2007) and perspectives from which to examine this concept (e.g. Aoki & Hamakawa, 2003;Cohen, 2016). Teacher autonomy within a governance perspective refers to the capacity of teachers to make informed judgements and decisions that affect their work and roles within a frame of regulations and resources provided by the state (Frostenson, 2015;Mausethagen & Mølstad, 2015;Wermke & Forsberg, 2017;Wermke & Höstfält, 2014;.…”

Section: The Multidimensionality Of Teacher Autonomymentioning

confidence: 99%

Comparing teacher autonomy in different models of educational governance

Silva

2021

Nordic Journal of Studies in Educational Policy

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This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative data from a study on teacher autonomy conducted in Norway and Brazil. In this article, teacher autonomy is seen as a multidimensional concept referring to decision-making and control in relation to state governance. Further, the different degrees of implementation of accountability measures across countries determine the models of educational governance. The quantitative data reveals no clear pattern between teacher autonomy and models of educational governance. In general, teachers perceive that they have good control over teaching and planning at the classroom level. However, teachers report that they participate to a lesser degree in professional collaboration in schools, which could allow for collegial teacher autonomy. Teachers also report low perceived social value and policy influence, which may provide insight into professional teacher autonomy at the policy level. This article also shows the relevance of a detailed description of the country cases to gain a better understanding of the multiple dimensions of teacher autonomy.

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“…A teacher's professional life first of all supports learners, but it must be subordinated to the teacher's general life goals. According to Aoki and Hamakawa (2003) teachers' profes sional lives must be considered within the broad context of their personal lives and personal agendas for development and cannot be separated from them. For Kohonen,…”

Section: Teacher Autonomy As Communicatormentioning

confidence: 99%

Current Issues in Teacher Autonomy

Wiśniewska¹

2018

10.14746/gl

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D a n u t a W iśn iew sk a Uniwersytet im. Adama Mickiewicza w Poznaniu Current Issues in Teacher Autonomy A b s t r a c t . T h is p ap er pro vid es a re v ie w of a selectio n of the literature in th e field of English foreign language teach ing related to teach er auto nom y. T h e focus is on the co re them es recu rrin g in the litera ture, w h ic h co m p rise: ratio nale for teach er au to n o m y, d efin itio n s of the co n ce p t, d e scrip tio n s o f an au to nom ous teach er, recognition of the constraints on au to n o m y and suggestions for te ach e r ed u cation prom oting te ach er au to n om y.

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Asserting Our Culture: Teacher Autonomy from a Feminist Perspective

Cited by 11 publications

References 0 publications

Autonomy in language teaching and learning

Autonomy in language teaching and learning

Comparing teacher autonomy in different models of educational governance

Current Issues in Teacher Autonomy

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