A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

A Review of the Research on Language Teacher Autonomy

Teacher autonomy is one of the most significant and problematic concepts to have emerged from the field of teacher education in recent years. It has generally been referred to as teachers＇ control over their own teaching Teachers＇ autonomous learning is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Research on teacher autonomy in the field of second language education has had a short history and many terms related to language teacher autonomy are still under discussion. The paper mainly discusses the rationale of teacher autonomy and its related topics in the literature in recent years, and then presents the authors＇ own views about the research on teacher autonomy of university English teachers in China.

FOSTERING TEACHER AUTONOMY IN THE USE OF ENGLISH TEACHING MATERIALS

For many years, autonomy, especially learner autonomy has figured large in TEFL literature and practice. However, the author argues that learners can hardly become autonomous automatically without any help from their teachers. In other words, attention should also be focused on teachers. It is worthwhile to explore the relationship between English teaching materials and teacher autonomy, for materials and teachers are two important elements in language teaching. This paper begins by clarifying the relationship between ELT materials and teachers and introducing the concepts of teacher autonomy and learner autonomy. The paper presents that teacher autonomy presupposes learner autonomy and effective use of materials can foster teacher autonomy. Approaches to fostering teacher autonomy in the process of using teaching materials are also included.

TEACHER AUTONOMY IN SECOND LANGUAGE EDUCATION

With the rise of learner autonomy as an important goal in second/foreign language education, the idea of teacher autonomy has recently come to the fore. In this paper, I first review the literature to explore various definitions and meanings of teacher autonomy. I then present an overview of current perspectives on the relationship between teacher autonomy and learner autonomy. This is illustrated through a discussion of the literature about teachers' responsibility and capacity to support learner autonomy. Finally, I examine how action research, reflective practice, and exploratory practice are argued and demonstrated in the literature as major processes of teacher (autonomy) development in second language education.

When Teacher Autonomy Meets Management Autonomy to Enhance Learner Autonomy

Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own autonomy （MA） to teachers. Thus, a problem arises： how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way？ Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper： the principal＇s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.

An Empirical Study on the Relationship Between Chinese Teachers' Attitudes Toward Identity and Teacher Autonomy

Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.

On the Roles of English Teachers in Learner Autonomy

Learner autonomy has recently been introduced as one of the efficacious, potential-developing teaching patterns. Based on its nature and its great effect on the promotion of language teaching, this paper chiefly focuses on the important roles English teachers play in it and its significance to the development of language teaching in China.

Teachers are Deprofessionalized when Control of the Curriculum is Taken away from them:Discuss in Relation to High School Teachers in China

In this paper,the writer will use a literature analysis approach to explore the issue of teacher autonomy and professionalism in both centralized and decentralized curriculum models.Through literature analysis,the paper argues that centralized and decentralized curricula each have their own positive and negative effects on teachers'autonomy and professional development.Under the current curriculum model in China,teachers'autonomy and professionalism in curriculum development are both enhanced and limited to some extent.Based on the analysis of the literature,this paper will propose recommendations for enhancing Chinese high school teachers'autonomy and professionalism in curriculum development.

Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong

Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.

Can Increasing Teachers’Teaching Autonomy Help Improve Instructional Quality?-Based on the Results of TALIS 2018

Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.

The Role of the Finnish Basic Education Model in Enhancing Students’Happiness and Learning Motivation

This paper examines the Finnish basic education model,renowned for its student-centric approach and high performance in international assessments.The study explores the model’s core principles,including equity,teacher autonomy,and minimal standardized testing,and their impact on student happiness and motivation.Through case studies,interviews,and surveys with students,teachers,and parents,the paper provides an in-depth analysis of the Finnish model’s effectiveness.Challenges such as adaptability to diverse cultural contexts,integration of immigrant students,and sustainability in the face of global educational trends are also discussed.The paper concludes with recommendations for the continued evolution of the Finnish model,emphasizing the need for adaptability,inclusivity,and a focus on sustainability and technology integration.

The Effect of Learners' Autonomous Textbook Selection on Intermediate Iranian EFL Learners' Speaking Ability

The ability to employ the language as a communicational tool often serves as a measure of one＇s speaking success in the language learning class. This research sought to investigate the effect of learners＇ autonomous textbook selection on the speaking ability of Iranian English as foreign language （EFL） learners. Moreover, finding and analyzing factors considered by the learners in selecting the textbooks were another aim of this research. Sixty Iranian intermediate EFL learners from the Simin Language Institute in Ramsar, Mazandaran, Iran, were selected as the participants of the study based on their scores on Oxford Placement Test. This test determines the level of the students＇ English proficiency. These participants were randomly assigned into the control and experimental groups. An interview procedure was run as their pretest. The experimental group studied from their selected books, besides the researcher＇s teaching in the class. After 16 sessions, a posttest, the same as the pretest, was run as well. The quantitative results indicated the superior performance of the experimental group over the control group. Furthermore, an analysis of the Litz＇s （2000） questionnaire shows that learners considered criteria such as practical considerations, layout and design, activities, skills, language type, subject and content of the selected books.