Preservice Teachers’ Perceptions of Teacher Autonomy

Gabryś-Barker, Danuta

doi:10.1007/978-3-319-07764-2_10

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…The qualitative stage clearly demonstrated that many East Javanese teachers knew what TA was and what it entailed. In general, their perceptions of autonomous teacher reflected the descriptions provided by Polish teachers in Gabryś-Barker’s (2017, p. 175) study: ‘competent, [intrinsically] motivated by having a calling and a positive attitude to his or her students, which allows him or her to facilitate the learning process by creating a favorable classroom atmosphere’ (p. 175). This heightened awareness of TA can be ascribed to the Freedom of Learning policy introduced by the Indonesian Ministry of Education and Culture in 2020.…”

Section: Resultsmentioning

confidence: 86%

“…In the first project, Gabryś-Barker (2017) recruited 28 pre-service teachers of English from a Polish university. The following five inductive categories were identified in the dataset: (1) definitions of TA, (2) a profile of an autonomous teacher, (3) relations between teacher and learner autonomy, (4) constraints on TA, and (5) self-assessment of the degree of autonomy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The qualitative analysis revealed that the participants were cognisant of what TA entailed, and that their perceptions of the concept were positive. They perceived independent practitioners as ‘fully competent, motivated by having a calling and a positive attitude to his or her students, which allows him or her to facilitate the learning process by creating a favorable classroom atmosphere’ (Gabryś-Barker, 2017, p. 175). The results also indicated that certain character traits, particularly self-esteem and self-confidence, contributed to teacher autonomy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In contrast to studies (Gabryś-Barker, 2017; Khalil & Lewis, 2019; Khezerlou, 2013) that investigated EFL teachers’ understanding of TA in general or in relation to decision making or problem solving more specifically, the current project measures Indonesian EFL practitioners’ perceptions of autonomy in relation to seven specific areas of pedagogical practice: instructional materials, course content, teaching methodology, assessment, classroom management, lesson planning and school curriculum. To the best of our knowledge, no such research exists in the Asian context.…”

Section: Literature Reviewmentioning

confidence: 99%

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‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Cirocki

Anam

2021

Language Teaching Research

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This article presents the findings of a study measuring perceptions of teacher autonomy of practitioners of English as a foreign language (EFL). This study also sought to identify areas in which Indonesian secondary schools need to improve to enable teachers to enjoy a greater degree of freedom while completing teaching-related activities. Additionally, it aimed to explore correlations between practitioners’ perceptions of teacher autonomy and their gender, school location, school status and teaching experience. This was a mixed-methods study comprising a sequential explanatory design with two consecutive stages: quantitative and qualitative. The data were gathered using two instruments: a closed-ended questionnaire and a focus group. The sample consisted of 185 (74 male and 111 female) Indonesian secondary school EFL teachers, recruited using convenience sampling. The findings indicated that teachers’ sense of autonomy in relation to seven specific areas of their work was relatively high. Specifically, they perceived themselves to have a considerable amount of autonomy with respect to teaching methodology, instructional materials, course content, assessment, and, more recently, lesson planning. However, they expressed disappointment at being excluded from the decision-making process regarding the school curriculum. The findings also revealed that teachers expected more school support in relation to teaching facilities and professional development. The article concludes by considering several key implications for school management teams regarding the need to foster teacher autonomy among English language practitioners.

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Section: Resultsmentioning

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Cirocki

Anam

2021

Language Teaching Research

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“…Prior studies concerning teacher autonomy have been conducted. Gabryś-Barker (2017) involved a group of EFL preservice teachers to acknowledge their perceptions of teacher autonomy as a concept, as well as the elements that influence these beliefs and the limitations and restraints on teacher autonomy. It was discovered that being aware of these viewpoints can help improve training programs in educational institutions that deal with foreign language teacher education.…”

mentioning

confidence: 99%

Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism

Felayabi¹,

Purnawarman²,

Sukyadi³

2022

msd

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Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.

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Teacher Autonomy: A Buzzword in Teaching English as a Foreign Language

Teng

2018

Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language

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Preservice Teachers’ Perceptions of Teacher Autonomy

Cited by 6 publications

References 6 publications

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism

Teacher Autonomy: A Buzzword in Teaching English as a Foreign Language

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