Where Does Teacher Autonomy StandPresentation Transcript
Where does teacher autonomy stand?
University of Florida, Center for European Studies
Abstract Teacher/Learner Autonomy Teacher Autonomy Tools for Student Teachers Teacher/learner autonomy has been recognized as one of the key factors that determine teacher education achievement and attainment (Smith 2007; Little 2007; Benson 2007; Lamb and Reinders 200 7; Burkert and Schwienhorst 2008 ) “ the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others ” ( Smith 2003: 1) Teacher autonomy is one of the most significant, and problematic, concepts to have emerged from the field of learner autonomy in recent years. ( Little 1995 ; Smith 2000; Barfield et al. 2001; Viera 2 007 ; Benson 2007) OPTIONAL LOGO HERE OPTIONAL LOGO HERE “ L anguage teachers are more likely to succeed in promoting learner autonomy if their own education has encouraged them to be autonomous” ( Little 1995: 180 ; Little 2007 : 27) 1- European Portfolio for Student Teachers of Languages (EPOSTL) (Burkert and Schwienhorst 2008) 2- Teachers logs 3- Teaching diaries 4- Videotaping 5- First-hand experience (Little 1995) 6- Self-observation forms 7- Peer observation Teacher/learner autonomy is a relatively recent phenomenon in the learner autonomy literature and rarely considered in teacher training contexts, being generally discussed in relation to in-service language teacher development rather than pre-service teacher education. This study explores the role of teacher autonomy in the context of pre-service teacher education. Key words: Teacher/learner autonomy, teacher training, pre-service teacher education, in-service teacher education Eg (Enyedi 2007) The Importance of Teacher/Learner Autonomy Problem Theoretical Basis Butterfly Eye Views T eacher/ l earner autonomy is not given as much attention as it merits in pre-service teacher education, despite the fact that teacher/learner autonomy will have a great impact on the way they will pursue their own teaching. I want to be an autonomous buttefly!! video-taping themselves would be beneficial . s elf-observation forms may be supplied to the teachers in real classrooms . i need an atmosphere in which I can feel more autonomous in my teaching . i strongly believe that teacher’s own autonomy is a life-long process, so I cannot say I am totally an autonomous teacher . i am aware of my weaknesses, I think I will overcome them once I start to teach te achers should observe each other to give feedback