What Do the EFL Pre-Service Teachers Say about Teacher Autonomy?

Isna Humaera, Muh Afrizal, Anita Rezki

Abstract


This study delves into the exploration of EFL pre-service teachers' perceptions of teacher autonomy during field teaching practice, drawing on reflective insights from ten participants in the English Education Department. The qualitative investigation centers on the multifaceted concept of teacher autonomy, encompassing dimensions like professional development, freedom from external control in teaching, and the capacity for self-directed instructional approaches. Employing a thematic analysis method, the research underscores a prevalent positive inclination among pre-service teachers toward the application of teacher autonomy. Key themes identified include the influence of the public sphere, the pedagogical creative teaching process, organizational dynamics, proficiency in content curriculum knowledge, insights from students' reflections, and the promotion of learner autonomy. The study emphasizes implications for teacher educators and institutions, stressing the significance of the long-term development of pre-service teachers for the sustained success of educational programs. It advocates for a robust understanding of teacher autonomy among pre-service teachers and the provision of ongoing support to maintain motivation and efforts in exercising autonomy. While offering valuable insights, the study acknowledges limitations, notably the reliance on qualitative data from reflective accounts, necessitating caution in generalizing findings. This would provide a more comprehensive understanding of the nuanced relationship between teacher autonomy and professional development among pre-service teachers.

Full Text:

PDF

References


Azhariah, S., Lengkanawati, N. S., & Rodliyah, R. S. (2023). Teacher Roles in Fostering Learner Autonomy. SALEE: Study of Applied Linguistics and English Education, 4(2), 440–457. https://doi.org/10.35961/salee.v4i2.829

Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27. https://doi.org/10.1016/j.system.2014.09.014

Benson, P. (2013). Teaching and researching autonomy, second edition. In Teaching and Researching Autonomy, Second Edition. Pearson. https://doi.org/10.4324/9781315833767

Breen, M.P., Mann, S. J. (1997). Shooting arrows at the sun; perspectives on a pedagogy for autonomy.

Brezicha, K., Bergmark, U., & Mitra, D. (2014). One size does not fit all: Differentiating leadership to support teachers in school reform. Educational Administration Quarterly, 51, 96–132. https://doi.org/10.1177/0013161X14521632

Broadbent, C. (n.d.). Thinking globally Preparing pre-service teachers for classrooms of the 21st century.

Cirocki, A., & Anam, S. (2021). ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research, 136216882110074. https://doi.org/10.1177/13621688211007472

Dikilitaş, K., & Mumford, S. E. (2019). Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching, 13(3), 253–266. https://doi.org/10.1080/17501229.2018.1442471

Farrell, T. S. C. (2012). Novice-Service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435–449. https://doi.org/10.1002/tesq.36

Grant, A., Hann, T., Godwin, R., Shackelford, D., & Ames, T. (2020). A Framework for graduated teacher autonomy: Linking teacher proficiency with autonomy. Educational Forum, 84(2), 100–113. https://doi.org/10.1080/00131725.2020.1700324

Gülşen, E., & Atay, D. (2022). The impact of dialogic reflections on teacher autonomy. Teacher Development, 26(5), 609–626. https://doi.org/10.1080/13664530.2022.2121747

Guo, L., & Wang, J. (2021). Relationships between teacher autonomy, collaboration, and critical thinking focused instruction: A cross-national study. International Journal of Educational Research, 106, 101730. https://doi.org/10.1016/j.ijer.2020.101730

Hendriwanto. (2021). A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development. Journal of Education for Teaching, 47(4), 624–626. https://doi.org/10.1080/02607476.2021.1941812

Hoxha, M., & Tafani, V. (2015). Promoting Learner Autonomy in Pre-service Teacher Education. Anglisticum Journal (IJLLIS), 4(9), 14–22.

Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In Research studies in education 3(December), 203–218.

Iqbal, M., Putra, R., & Iswara, C. (2019). Pre- Service Teachers’ Perception. 03(02), 132–144.

Johnson, D., & Johnson, R. (2018). Cooperative Learning: The Foundation for Active Learning. https://doi.org/10.5772/intechopen.81086

Khotimah, K., Basthomi, Y., & Eliyanah, E. (2023). EFL Pre-service Teacher Development for Autonomy: Rethinking Future Autonomy Supportive Teacher (Vol. 2). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-054-1_27

Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030

Kong, P. P. (2022). Understanding the teachers’ perspectives on the role of teacher autonomy in English classrooms in Chinese secondary schools. Educational Studies, 48(3), 397–407. https://doi.org/10.1080/03055698.2020.1763784

Mayer, A. P., Donaldson, M. L., LeChasseur, K., Welton, A. D., & Cobb, C. D. (2013). Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools. Educational Administration Quarterly, 49(5), 695–731. https://doi.org/10.1177/0013161X13492793

McLennan, B., McIlveen, P., & Perera, H. N. (2017). Pre-service teachers’ self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education, 63, 176–185. https://doi.org/https://doi.org/10.1016/j.tate.2016.12.022

Nurfitriana, N., Drajati, N. A., & Sulistyawati, H. (2019). A content analysis of argumentative structure in pre-service teachers’ writing. Edulangue, 2(2), 172–186. https://doi.org/10.20414/edulangue.v2i2.1710

Orynbek, G., Hui, X., Tolkyn, K., Tadesse, E., & Khalid, S. (2021). The Influence of Leadership style on teachers’ job satisfaction in Public Universities in Kazakhstan. 6, 33–51. https://doi.org/10.1037/a0019237.

Perera, K. D. R. L. J. (2023). Applying Thematic Analysis to Analyse Qualitative Data: A Researcher’s Experience. 7, 1334–1340.

Prichard, C., & Moore, J. (2016). The balance of teacher autonomy and top-down coordination in ESOL programs. TESOL Quarterly, 50(1), 190–201. https://doi.org/10.1002/tesq.278

Rizqa, K., Drajati, N. A., & Putra, K. A. (2022). Pre-Service teachers’ perceptions on peer assessment process in learning academic writing: Artificial Intelligence (AI). Iconelt, 3, 50–58. https://doi.org/10.15642/iconelt.2022.3.50-58

Santoso, N. A., Drajati, N. A., & Saroso, T. (2019). Indonesian Pre-Service Teachers’ Intercultural Awareness in Short-Term International Experience: A Narrative Inquiry. English Education Journal, 7(2).

Sheridan, L. (2011). Exploring Pre- Service Teachers’ Perceptions of Teacher Qualities in Secondary Education: A Mixed-Method Study Lynn Sheridan Thesis submitted for the degree of Doctor of Philosophy University of Canberra. September.

Silva, D. (2022). Pre-service teachers’ understanding of culture in multicultural education: A qualitative content analysis. Teaching and Teacher Education, 110, 103580. https://doi.org/10.1016/j.tate.2021.103580

Smith, R. (2003). Developing teacher-learner autonomy: Constraints and opportunities in pre-service training. The Canarian Conference on Developing Autonomy in the FL Classroom.

Strong, L. E. G., & Yoshida, R. K. (2014). Teachers’ autonomy in today’s educational climate: current perceptions from an acceptable instrument. Educational Studies, 50(2), 123–145. https://doi.org/10.1080/00131946.2014.880922

Tekin, A. K. (2016). Autonomous motivation of Omani early childhood pre-service teachers for teaching. Early Child Development and Care, 186(7), 1096–1109. https://doi.org/10.1080/03004430.2015.1076401

Terry, I. Z., Drajati, N. A., & Handayani, E. I. P. (2021). A Pre-service teacher’s voice on the challenges of google docs-based collaborative writing. Edulangue, 4(2), 232–255. https://doi.org/10.20414/edulangue.v4i2.4152

Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185

Vieira, F. (2020). Pedagogy of experience in teacher education for learner and teacher autonomy. In Profile: Issues in Teachers’ Professional Development (Vol. 22, Issue 1, pp. 143–158). https://doi.org/10.15446/profile.v22n1.78079

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004

Yin, Robert. K. (2016). Qualitative Research from Start to Finish. The Guildord Press.




DOI: http://dx.doi.org/10.31332/lkw.v0i0.5767

Copyright (c) 2023 Isna Humaera, Muh Afrizal, Anita Rezki

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Langkawi: Journal of The Association for Arabic and English indexed by:


      PKP-Index   crossref sinta dimensions Sertifikat-Akreditasi-Jurnal-Langkawi-2020-1


live draw sgp

Web Analytics
Langkawi Journal Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.