NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1249543
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1562-0506
EISSN: N/A
A Qualitative Study on EFL Teachers' Self-Perceived Beliefs about Teacher Autonomy
Bugra, Cemile; Atay, Ferzan
International Journal of Curriculum and Instruction, v12 n1 p235-250 2020
Teacher autonomy has been debated for a long time as a term and for its possible functions. It is a multi-faceted term which has lots of definitions in the literature. And more studies have been conducted to investigate it but there is still a need for in-depth analysis of the term and its dimensions. The purpose of this study is to explore EFL teachers' self-perceived beliefs about teacher autonomy. The present study seeks out the answers to what EFL teachers know about teacher autonomy, how they define it, whether they have had any practices in their teaching career so far or not regarding teacher autonomy and what assumptions are underlying behind their self-reported practices. The participants of this study were EFL teachers (12 female and 2 male) who work in different contexts. The data was collected through written interviews and primary data was further discussed in a focus group interview. The findings of the study reveal that all the participant teachers have an idea about teacher autonomy. While most of the teachers have a broader perspective about the issue, a few of them have some views about the term even if they don't perceive themselves as a fully autonomous teacher. It also shows that most of the participant teachers in the current study are aware of the importance of teacher autonomy.
World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A