Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- 1 Teacher Identity and Good Language Teachers
- 2 Cognition and Good Language Teachers
- 3 Intercultural Awareness and Good Language Teachers
- 4 Reflection and Good Language Teachers
- 5 Teacher Autonomy and Good Language Teachers
- 6 English as a Lingua Franca and Good Language Teachers
- 7 Burnout and Good Language Teachers
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- Index
- References
5 - Teacher Autonomy and Good Language Teachers
from Part I - Macro Perspectives
Published online by Cambridge University Press: 22 April 2020
Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- 1 Teacher Identity and Good Language Teachers
- 2 Cognition and Good Language Teachers
- 3 Intercultural Awareness and Good Language Teachers
- 4 Reflection and Good Language Teachers
- 5 Teacher Autonomy and Good Language Teachers
- 6 English as a Lingua Franca and Good Language Teachers
- 7 Burnout and Good Language Teachers
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- Index
- References
Summary
Chapter 5 defines the concept of autonomy and discusses autonomy as an inherent feature of good teachers. The author then describes small-scale qualitative data collected from language teachers to investigate the relationship between autonomy and good language teaching, before concluding with the role of autonomy in effective language teaching and the potential benefit in engaging in action research as a means of promoting autonomy.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 54 - 66Publisher: Cambridge University PressPrint publication year: 2020
References
Alemi, M., & Tajeddin, Z. (2020). Reflection and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from good language teachers (pp. 41–53). Cambridge: Cambridge University Press.Google Scholar
Benson, P. (2000) Autonomy as a learners’ and teachers’ right. In Sinclair, B., McGrath, I., & Lamb, T. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 111–117). London: Longman.Google Scholar
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275.Google Scholar
Benson, P., & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 24(SPE), 421–439.CrossRefGoogle Scholar
Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile Issues in Teachers’ Professional Development, 20(1), 15–23.CrossRefGoogle Scholar
Castle, K. (2006). Autonomy through pedagogical research. Teaching and Teacher Education, 22(8), 1094–1103.CrossRefGoogle Scholar
Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33–54.Google Scholar
Cowie, N., & Sakui, K. (2011). Crucial but neglected: English as a foreign language teachers’ perspectives on learner motivation. In Murray, G., Gao, X., & Lamb, T. (Eds.), Identity, motivation and autonomy in language learning (pp. 212–228). Bristol, UK: Multilingual Matters.Google Scholar
Dierking, R. C., & Fox, R. F. (2013). “Changing the way I teach”: Building teacher knowledge, confidence, and autonomy. Journal of Teacher Education, 64(2), 129–144.Google Scholar
Dikilitaş, K., & Griffiths, C. (2017). Developing language teacher autonomy through action research. Basingstoke, UK: Palgrave Macmillan.Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15.Google Scholar
Feryok, A. (2013). Teaching for learner autonomy: The teacher’s role and sociocultural theory. Innovation in Language Learning and Teaching, 7(3), 213–225.Google Scholar
Gieve, S., & Miller, I. K. (2006). Understanding the language classroom. Basingstoke, UK: Palgrave Macmillan.Google Scholar
Glaser, B., & Strauss, A. (1967). Grounded theory: The discovery of grounded theory. Sociology: The Journal of The British Sociological Association, 12, 27–49.Google Scholar
Hanks, J. (2017). Integrating research and pedagogy: An exploratory practice approach. System, 68(1), 38–49.Google Scholar
Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice: International and Multidisciplinary Perspectives, 6(3), 419–441.Google Scholar
Koestner, R., & Losier, G. F. (1996). Distinguishing reactive versus reflective autonomy. Journal of Personality, 64(2), 465–494.Google Scholar
Lamb, T. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In Sinclair, B., McGrath, I., & Lamb, T. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118–127). London: Longman.Google Scholar
Lamb, T., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam: John Benjamins.Google Scholar
Li, J. (2016). Quest for world-class teacher education? A multiperspectival approach on the Chinese model of policy implementation. Singapore: Springer.Google Scholar
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–181.Google Scholar
Mackenzie, C. (2002). Critical reflection, self-knowledge, and the emotions. Philosophical Explorations, 5(3), 186–206.Google Scholar
Manzano Vázquez, B. (2016). Teacher development for autonomy: An exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching, 12(4), 387–398.Google Scholar
Maylone, M. M., Ranieri, L., Griffin, M. T. Q., McNulty, R., & Fitzpatrick, J. J. (2011). Collaboration and autonomy: Perceptions among nurse practitioners. Journal of the American Academy of Nurse Practitioners, 23(1), 51–57.Google Scholar
McGrath, I. (2000). Teacher autonomy. In Sinclair, B., McGrath, I., & Lamb, T. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 100–110). London: Longman.Google Scholar
Smith, R. (2003). Pedagogy for autonomy as (becoming-)appropriate methodology. In Palfreyman, D. & Smith, R. C. (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 129–146). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Smith, R., & Erdoğan, S. (2008). Teacher-learner autonomy. In Lamb, T. & Reinders, H. (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 83–102). Amsterdam; John Benjamins.Google Scholar
Usma Wilches, J. (2007). Teacher autonomy: A critical review of the research and concept beyond applied linguistics. Íkala, Revista de Lenguaje y Cultura, 12(18), 245–279.Google Scholar
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers’ professional identities. Teaching and Teacher Education, 47(1), 1–12.Google Scholar
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.Google Scholar
Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302–315.Google Scholar
Vieira, F. (2003). Addressing constraints on autonomy in school contexts: Lessons from working with teachers. In Palfreyman, D. & Smith, R. (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 220–239). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Vieira, F., Barbosa, I., Paiva, M., & Fernandes, I. S. (2008). Teacher education towards teacher (and learner) autonomy. In Lamb, T. & Reinders, H. (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 217–235). Amsterdam; John Benjamins.Google Scholar
Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362.Google Scholar
Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative action research. Language Teaching Research, 18(2), 222–241.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity.Cambridge: Cambridge University Press.Google Scholar
Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58–80.Google Scholar
Willner, R. G. (1990). Images of the future now: Autonomy, professionalism, and efficacy. Doctoral dissertation, Fordham University.Google Scholar
Wyatt, M., & Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550–570.Google Scholar
Young, R. (1986). Personal autonomy: Beyond negative and positive liberty. New York, NY: St. Martin’s Press.Google Scholar
Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. System, 52(1), 139–148.Google Scholar
Zeng, Z. (2013). Pathways to pre-service teachers’ professional development: Insights from teacher autonomy. Paper presented at International Academic Workshop on Social Science. Changsha, Hunan, China. Retrieved from: http://dx.doi.org/10.299/iaw-sc.2013.194.Google Scholar
- 4
- Cited by