Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

Abstract

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.

Language Teachers’ Autonomy in EFL Classroom: A Narrative Inquiry

“…Both school administrations were found to be weak in monitoring and supervision regarding autonomy. In the second phase of writing, I interpreted and analysed the information of each teacher to find out their autonomous practices (Chinpakdee, 2022). In the same way, their similarities and differences between the cases and other emerging findings that were relevant to the research questions were observed.…”

“…Out of four English teachers, three are teaching in government-added schools and one of them teaching in a private school. The information is based on their presentations of perceptions and assumptions that focus on teachers' pedagogical decisions and professional lives (Chinpakdee, 2022).I have used my perception and self-prepared semi-structured interview for collecting the information.…”

“…New research on professional development as a means for teacher autonomy has brought the positive impact that action research and study groups, among other alternatives of development, may have on teachers' knowledge, attitudes, and actions depending on the content and process of these types of efforts. Teacher autonomy is based on the dynamic thoughts teachers exercised for their empowerment in terms of context (Chinpakdee, 2022). Regarding subject matter, research has shown that professional development experiences may be better received by teacher-learners and have a stronger impact on their performance when the topic under discussion relates to their concerns and needs.…”