Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences
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Abstract
Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning and (b) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers viewed the transition to online learning as an opportunity to exercise their autonomy and experiment with new ways to improve their practices. However, the extent to which they could implement new pedagogical ideas in their teaching depends on their professional relationships with others in their contexts. This study highlights the importance of reflection, collaboration, and negotiation as essential components of teacher autonomy and teacher development.
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