Autonomy development and the classroom: reviewing a course syllabus

Sprenger, Terezinha Maria; Wadt, Maria Paula Salvador

doi:10.1590/s0102-44502008000300009

Cited by 4 publications

(5 citation statements)

References 5 publications

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“…Bar-On identifies it to be an "ability to function autonomously" and as a facilitator rather than an integral factorial component of EI. The concept of teacher autonomy as noted by Sprenger and Wadt (2008), is teachers' capacity, willingness and right to make informed decisions about classroom tasks, where the teacher is conscious of his/her potential and his students' potential to produce changes in their cultural, social and political context. Greenway, McCollow and Hudson (2013) observed that autonomy in teachers would result in being accountable.…”

Section: Independencementioning

confidence: 99%

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Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

2020

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Purpose: The concept of inclusive education is moved from the homogeneous perspective to heterogeneous perspective in developed countries and even in developing countries, the discourses on inclusive education are argued from the diversity perspective. Many scholars (Florian, 2010; Slee, 2010; Meijer, 2003 and; Allan, 2011) who are researching on inclusive education debated and discussed that successful practice of inclusive education depends greatly on teacher competencies, albeit practicing inclusive education depends on many critical factors like attitudes, curriculum, resources, parental involvement, multidisciplinary orientation etc., Projects like ‘Teacher Education for Inclusion (2009-2012)’ discussed and framed various models of teacher competencies required for the successful practice of inclusive education. In this conceptual paper, the authors reviewed the dimensions /sub scales of emotional intelligence and deliberated its significance associated with teacher competencies that support them to practice inclusive education.Approach: Even though there are various emotional intelligence models, the authors have chosen the Bar-On Model of Emotional Intelligence (2006) considering its wider usage across the country. Further, the author included the conceptual papers/research works accessible via open source for the review.Significance: The present review makes the reader to understand and rationalize the significance of emotional intelligence for teachers (both pre and in-service) to develop their competencies for practicing inclusive education. On one hand, this review justifies the readers that emotional intelligence is related significantly and positively to increased adapted behaviour, higher quality social relationships, longer retention in one’s professional life, better coping strategies and leadership skills that enhances individuals’ intra and inter personal skills. On the other hand, the paper will deduce that the emotional intelligence in teachers will benefit them to meet the needs of diverse students in their classroom without any doubt.Originality Value: The present review is a part of an ICSSR Major Research Project sponsored during the academic year 2017-18.

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Section: Independencementioning

confidence: 99%

“…Greenway, McCollow and Hudson (2013) observed that autonomy in teachers would result in being accountable. Sprenger and Wadt (2008) pointed out that if teachers become more autonomous, they will probably feel confident to make decisions.…”

Section: Independencementioning

confidence: 99%

Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

2020

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“…It provides support for the notions of the constructivist theory of learning, favoring the role of interaction and collaboration in learning (Ashton-Hay, 2006; Sprenger & Wadt, 2008). As a result, EFL teachers should plan the classroom instruction in a way that interaction and collaboration are favored.…”

Section: Theory and Practice In Language Studies 1225mentioning

confidence: 86%

Perceptual Learning Styles and Critical Thinking: Inspecting the Association among EFL Learners

Nosratinia¹,

Soleimannejad²

2016

TPLS

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Abstract-Influenced by the acknowledged role of critical thinking and learning styles in the process of second language learning, this study attempted to systematically inspect the association between English as a Foreign Language (EFL) learners' critical thinking, on one hand, and their total score of perceptual learning styles, different perceptual learning styles, and number of major perceptual learning styles, on the other hand. To do so, 595 male and female undergraduate EFL learners, between the ages of 18 and 25 (M age = 22) participated in this study. These participants completed two instruments: a) the questionnaire of critical thinking by Honey (2000), and b) the Perceptual Learning Style Preference Survey developed by Reid (1984). Due to the violation of the assumptions of normality of distribution, the non-parametric Spearman rank order coefficient of correlation was employed in order to answer the initial 3 research questions. The obtained results indicated that there were significant and positive relationships between participants' critical thinking and total score of perceptual learning styles, ρ = .33, n = 595, p < .01; critical thinking and the number of major perceptual learning styles, ρ = .28, n = 595, p < .01; and critical thinking and group, visual, auditory, tactile, and kinesthetic perceptual learning styles. Furthermore, a multiple regression analysis was run which revealed that tactile learning style preference is the best predictor of EFL learners' critical thinking (β = 0.285, t = 6.107, p = 0.0005). The study concludes with a discussion on the findings and stating a number of recommendations for further research.

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“…Influenced by the social constructivism theory of learning, it is now believed that language competence is actively constructed by the individual through an autonomous social and experiential process (Ashton-Hay, 2006;Sprenger & Wadt, 2008). As a result, a great share of ELT studies in recent years has been dedicated to inspecting the interaction of learners' autonomy and other pedagogical and internal factors (Aliweh, 2011;Lightbown & Spada, 2013), also functioning as the driving force of the present study.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

Nosratinia

Hossaini

2017

Int. J. Appl. Linguist. Engl. Lit.

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The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

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Autonomy development and the classroom: reviewing a course syllabus

Cited by 4 publications

References 5 publications

Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

Teacher Competencies for Inclusive Education: Will Emotional Intelligence do Justice?

Perceptual Learning Styles and Critical Thinking: Inspecting the Association among EFL Learners

Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

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