Title: Preservice Teachers’ Perceptions of Teacher Autonomy
Abstract: A specific topic focus and other major concerns in preservice language teacher education, together with ways of enhancing teacher growth, are very strongly highlighted by European Union initiatives in education. Also various European agencies, such as, for example, the Council of Europe, have made a significant contribution to the development of educational guidelines and programs for language learners and language teachers. They all strongly voice the need to enhance teacher and learner autonomy by promoting, among other things, the concept of reflectivity and self-assessment in both language teaching and learning as key to the development of autonomy. This article looks at how a group of EFL preservice teachers perceive teacher autonomy as a construct, what factors contribute to these perceptions, and what the limitations and constraints on teacher autonomy pointed out by the trainees are. Becoming more aware of these views can contribute to improvement in training programs implemented in educational institutions concerned with FL teacher training. There seems to be a special need to focus more explicitly on developing the understanding of various dimensions of teacher autonomy and ways of achieving it, as teacher autonomy is at the heart of modern approaches to education and professional development.
Publication Year: 2016
Publication Date: 2016-12-29
Language: en
Type: book-chapter
Indexed In: ['crossref']
Access and Citation
Cited By Count: 7
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