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Teacher Autonomy for Professional Development: A Longitudinal Case Study of Novice EFL Teachers | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 10، دوره 13، شماره 2، اسفند 2021، صفحه 159-180 اصل مقاله (395.59 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2021.6824 | ||
| نویسندگان | ||
| Hasti Yasaei1؛ Minoo Alemi* 1؛ Zia Tajeddin2 | ||
| 1Department of English Language Teaching, Faculty of Humanities, Islamic Azad University, West Tehran Branch, Tehran, Iran | ||
| 2Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran | ||
| چکیده | ||
| Despite many studies on teacher autonomy (TA) and its connection with learner autonomy (LA), scant attention has been devoted to TA on its own and how it might contribute to teachers themselves. Against this backdrop, the current study set out to investigate novice English as a foreign language (EFL) teachers’ autonomy development in terms of their self-directed professional development (PD) and capacity for their self-directed PD, the two subcomponents of the multidimensional framework of TA. To this end, two novice EFL teachers’ audio diaries on the aforementioned subcomponents were collected for 10 months. Moreover, to complement the probable gaps in the diary phase, the teachers were interviewed in five terms. The thematic analysis of the collected diaries and diary-based semi-structured interviews revealed that novice EFL teachers’ main activities for self-directed PD embraced peer observation, peer coaching, reading books, making use of technology, reflection, action research, and attending workshops. Additionally, the findings indicated that novice EFL teachers were equipped with both capacity and willingness to self-direct their PD. The constructive factors enabling them to develop such capacity included experience, reading books, and external support. The findings bear implications for teacher educators to underline the value of PD strategies for teachers. Teachers should also be aware of the PD strategies they could employ for their self-direction. The findings suggest some implication for institute managers too. | ||
| کلیدواژهها | ||
| teacher autonomy؛ professional development؛ self-directed professional development؛ diary | ||
| مراجع | ||
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