Learner and Teacher Autonomy: Concepts, Realities, and Responses

Tholin, Jörgen

doi:10.1093/elt/ccp009

Cited by 5 publications

(4 citation statements)

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“…Rather, it seeks to understand the authentic processes by which teachers learn to recognize, exercise, and negotiate their autonomy in the face of unprecedented challenges. These context-specific findings contribute directly to the call for research evidence to strengthen the theory-practice connection in teacher autonomy as they can reveal how the construct is operationalized across different teaching situations (Holec, 2008;Jiménez Raya & Vieira, 2020). Specifically, this study aims to address two research questions:…”

Section: Emergency Online Language Teaching (Eolt) and Teacher Autonomymentioning

confidence: 97%

Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

Chinpakdee

2022

rEFLections

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Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning and (b) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers viewed the transition to online learning as an opportunity to exercise their autonomy and experiment with new ways to improve their practices. However, the extent to which they could implement new pedagogical ideas in their teaching depends on their professional relationships with others in their contexts. This study highlights the importance of reflection, collaboration, and negotiation as essential components of teacher autonomy and teacher development.

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Section: Emergency Online Language Teaching (Eolt) and Teacher Autonomymentioning

confidence: 97%

Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

Chinpakdee

2022

rEFLections

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“…The history of autonomy in language teaching has been intensively discussed by scholars [25][26][27]. In summary, it started with the Council of Europe's Modern Languages Project, culminating in the publication of Holec's critical study [28], which defined autonomy as the ability to take charge of one's own learning' (p. 3).…”

Section: Learner and Teacher Autonomymentioning

confidence: 99%

EFL Pre-service Teacher Development for Autonomy: Rethinking Future Autonomy Supportive Teacher

Khotimah¹,

Basthomi²,

Eliyanah³

2023

Advances in Social Science, Education and Humanities Research

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As learner autonomy has increasingly been recognized in language teaching-learning as an ideal educational goal, the existing scholarship on the topic has been focused on teachers and students. Rarely do scholars look at how pre-service teachers, as the future generation of teachers, value autonomy and therefore prepare them to become autonomy-supportive teachers. Against this tendency, this paper argues for the importance of pedagogical investment and initiatives to help pre-service teachers to play an influential role in the establishment of an autonomy-supportive learning environment. It revisits the underpinning theory, concepts, history, and seminal works on LA and TA construct, autonomysupportive pedagogy, and pre-service teacher education initiatives for learner and teacher autonomy. The discussion has provided the rationales why pre-service teachers should be prepared to be teachers having sound TA and supporting to LA, the characteristics of autonomy supportive pedagogy, and some initiatives for learner and teacher autonomy including the principles, instruments, model of intervention, and the grounding theory. Finally, this paper offers a praxeological contribution to the development of EFL practices oriented to democratic and lifelong learning in education. This elaboration might bring some insight for teacher educators and curriculum developers to consider and integrate the value of TA and LA in pre-service teacher education and for autonomy researchers to explore, conceptualize, and design some initiatives for TA and LA workable for pre-service teachers.

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“…Consequently, teacher autonomy has been linked to the same pattern of teaching. Accordingly, Tholin (2009) observes that "The focus here is both on teachers" freedom to redirect their teaching towards self-directed learning and on how their own experiences as autonomous language learners can give character to the teaching that they themselves carry out." Therefore, in order to avoid such uniformity teachers' freedom should be taken into serious consideration.…”

Section: Teacher Autonomy and Learner Autonomymentioning

confidence: 99%

A Discussion on Autonomous Teachers and how to Get them Reach their Utmost Capacity in SLA Classroom

Ghanizadeh

Ghazanfari

Fatehi

2015

ILSHS

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It is of paramount importance for a teacher to do his best and make sure the students are becoming quite a learner, this paper tries to analyze autonomous teacher meanings, features, learner autonomy and how to accelerate the second language acquisition. And it also endeavors to shed some light on developing language teachers' potentials, understanding and valuing their endowments and sharing them among colleagues. It is discussed that cooperative development can be achieved through collaborative learning and peer observation. Indoctrinating and observing are also needed to fortify professional growth.

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Learner and Teacher Autonomy: Concepts, Realities, and Responses

Cited by 5 publications

References 0 publications

Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

EFL Pre-service Teacher Development for Autonomy: Rethinking Future Autonomy Supportive Teacher

A Discussion on Autonomous Teachers and how to Get them Reach their Utmost Capacity in SLA Classroom

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