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Entry-Level English EFL Teachers’ Understanding and Perceived Realization of Teacher Autonomy
https://doi.org/10.14990/00003801
https://doi.org/10.14990/000038013b0e82fc-b11e-40e1-8351-f810975aacc1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
K03600.pdf (314.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2021-04-07 | |||||
| タイトル | ||||||
| タイトル | Entry-Level English EFL Teachers’ Understanding and Perceived Realization of Teacher Autonomy | |||||
| タイトル | ||||||
| タイトル | Entry-Level English EFL Teachers’ Understanding and Perceived Realization of Teacher Autonomy | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題 | English as Foreign Language | |||||
| キーワード | ||||||
| 主題 | Entry-level Teacher | |||||
| キーワード | ||||||
| 主題 | Teacher Autonomy | |||||
| キーワード | ||||||
| 主題 | Professional Development | |||||
| 資源タイプ | ||||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.14990/00003801 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Wirza, Yanty
× Wirza, Yanty |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Most education experts would agree that good teachers should be given opportunities to develop a high degree of teacher autonomy regarding their professional judgment. This study examines entry-level English teachers’ assertion of their autonomy in four areas: the content of their teaching, teaching methodology, assessment, and professional development. Utilizing the descriptive qualitative method, the study investigated a cohort from a teacher professional development program consisting of 14 entry-level English teachers as participants. The data were collected employing a questionnaire, journal entries and interviews where the participants reported the understanding and awareness of teacher autonomy and the level of perceived realization of teacher autonomy. The findings revealed that the participants’ understanding of the concept of teacher autonomy was highly influenced by the implementation of top-down educational policies that impacted the extent to which teachers can be autonomous in their professional judgment. The participants tended to have a low level of autonomy concerning the subject content, moderate level of autonomy in assessment, and relatively high level of autonomy in the teaching methodology and teaching strategies used in the classroom. Furthermore, there is an apparent split in the autonomy in the professional development which was highly dependent on whether the participants got financial support and could return to the previous teaching position. | |||||
| 書誌情報 |
Hirao School of Management Review en : Hirao School of Management Review 巻 11, p. 87-99, 発行日 2021-03-31 |
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| 出版者 | ||||||
| 出版者 | 甲南大学マネジメント創造学部HSMR編集委員会 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 21860165 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12529030 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
