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UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY

Khalil, Betul and Lewis, Timothy (2019). UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY. International Online Journal of Education and Teaching (IOJET), 6(4) pp. 749–763.

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URL: http://iojet.org/index.php/IOJET/article/view/643
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Abstract

This study examined the understandings and exercise of teacher autonomy and aimed to uncover the deep structure that might shape these in the EFL context in Turkey. The study relied on a range of data sources including documents, a questionnaire, observations and interviews with Turkish teachers of English, headteachers and educational administrators. Our findings highlight a complex interplay between structure and agency that underpins the emergence of teacher autonomy. We conclude that we need to extend our understanding of language teacher autonomy and identify the underlying mechanisms that shape the development and exercise of teacher autonomy within a particular context.

Item Type: Journal Item
Copyright Holders: 2019 Informascope
ISSN: 2148-225X
Keywords: teacher autonomy; teaching and assessment; school management; professional development; curriculum development
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 67188
Depositing User: Betul Khalil
Date Deposited: 08 Oct 2019 10:34
Last Modified: 18 Oct 2019 16:01
URI: http://oro.open.ac.uk/id/eprint/67188
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