English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 1، اردیبهشت 2022، صفحه 175-212 اصل مقاله (623.98 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2021.41181.3025 | ||
| نویسندگان | ||
| Hasti Yasaei1؛ Minoo Alemi* 1؛ Zia Tajeddin2 | ||
| 1Islamic Azad University, West Tehran Branch | ||
| 2Tarbiat Modares University | ||
| چکیده | ||
| Despite many studies on the concept of learner autonomy and the relationship between teacher autonomy (TA) and learner autonomy, scant attention has been devoted to TA on its own. To bridge this gap, the present study used narrative accounts to discover language teachers’ autonomy in terms of self-directed professional development (PD), capacity for self-directed PD, and freedom from control over PD. To this end, eight English as a foreign language (EFL) teachers narrated their past stories regarding these three dimensions. The thematic analysis of their narratives showed that their main activities for self-directed PD included peer observation, peer coaching, making use of technology, continuing education, action research, interacting with professionals, and attending workshops. Regarding capacity for their self-directed PD, the teachers claimed they had the capacity and willingness to self-direct their teacher learning. External support, experience, motivational factors, and reading books and articles were instrumental in teachers’ capacity development. Moreover, the findings revealed that although teachers viewed financial problems, conference attendance, lack of time to do PD activities, and rules of the institutes as obstacles to their freedom over PD, they employed strategies to change them into opportunities. The findings suggest implications for teachers and teacher educators to acquaint themselves with different PD strategies and to raise teachers’ awareness about the value of PD, respectively. The findings might bear implications for institute managers as well. | ||
| کلیدواژهها | ||
| English Language Teachers؛ Teacher Autonomy؛ Professional Development؛ Self-directed Professional Development؛ Narrative | ||
| مراجع | ||
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