Teacher development for autonomy: an exploratory review of language teacher education for learner and teacher autonomy

Vázquez, Borja Manzano

doi:10.1080/17501229.2016.1235171

Cited by 36 publications

(20 citation statements)

References 19 publications

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“…In another study with a similar context, Çakır and Balçıkanlı (2012) examined the impact of the European Portfolio for Student Teachers of Languages (EPOSTL) on 25 participants and they also revealed that such applications had a positive effect on studentteachers' self-awareness and initial attempts towards being more autonomous. Similarly, as stated by Manzano Vázquez (2018), initiatives that intend to create familiarity among the per-service teachers with the concept of autonomy lead positive attitudes and improvement of autonomy, which is also demonstrated with the current study.…”

Section: Discussionsupporting

confidence: 87%

“…Autonomy is currently regarded a sine qua non of any educational context. However, it is hard to say that the term can actually be realized in real life due to the paucity of teacher education or training programs that will address to both teacher and learner autonomy as valid constructs (Manzano Vázquez, 2018). However, the findings of the current study put forward that integrating autonomy-related elements into pre-service teacher education programs to promote learner autonomy among teacher candidates might be practically achievable.…”

Section: Discussionmentioning

confidence: 83%

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Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Öztürk¹

2019

IJEP

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This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 83%

Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Öztürk¹

2019

IJEP

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“…Dam's (1995) much-cited work suggests that teachers have an essential role in fostering learners' capacity for autonomous learning. Many current studies have investigated teacher's role from different perspectives, including the interrelatedness of learner autonomy (LA) and teacher autonomy (Lamb, 2008;Little, 1995), teacher beliefs about and practices in fostering LA (Borg & Alshumaimeri, 2019), teacher readiness to promote LA (Lin & Reinders, 2019), and teacher education for autonomy (Vázquez, 2018). Most studies agree that LA is not synonymous with learning without teachers and that teachers have essential roles in the context of formal education.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Supports for Learner Autonomy in ELT Textbooks

Khaerudin

Chik

2021

The Journal of AsiaTEFL

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The promotion of language learner autonomy has become a standard policy ratified by many language education curricula. Textbooks, one of the key tools for curriculum implementation, have a crucial role in bringing the aspiration of learner autonomy into classroom practice. This study aims to evaluate how existing English textbooks used in Indonesia's secondary schools support the development of learner autonomy, which is incorporated in current Indonesia's curricular goals. Two frameworks, from Reinders (2010) and Nunan (1997), were used to evaluate the evidence and levels of supports for language learner autonomy development in five selected English textbooks. The evaluation shows that the current English textbooks have not provided enough tasks that support learner autonomy. When evident, supports are mostly at a very superficial level. The findings suggest that textbooks have not been adequately explored and exploited for developing language learner autonomy.

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“…Teacher autonomy is also related to professional development activities (Manzano-Vázquez, 2018). The fact that teachers feel they are directing their own actions and developing themselves reveals that they are autonomous (Lamb & Reinder, 2007).…”

Section: Teachers' Curriculum Autonomymentioning

confidence: 99%

An Examination of Instructional Autonomy Practices of Science Teachers

Yolcu¹,

Akar-Vural²

2021

INT J EDUC METHODOL

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Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers' instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

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Teacher development for autonomy: an exploratory review of language teacher education for learner and teacher autonomy

Cited by 36 publications

References 19 publications

Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Evaluating Supports for Learner Autonomy in ELT Textbooks

An Examination of Instructional Autonomy Practices of Science Teachers

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