The Impact of Dialogic Reflections on Teacher Autonomy

Autor/inn/en	Gülsen, Erhan; Atay, Derin
Titel	The Impact of Dialogic Reflections on Teacher Autonomy
Quelle	In: Teacher Development, 26 (2022) 5, S.609-626 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gülsen, Erhan) ORCID (Atay, Derin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2121747
Schlagwörter	Professional Autonomy; Teacher Empowerment; Communities of Practice; Faculty Development; Language Teachers; Reflection; Second Language Instruction; English (Second Language); Foreign Countries; Participative Decision Making; Turkey + Suchen Sie Ihr Suchwort? Berufsfreiheit; Community; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Türkei
Abstract	Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers embrace such restraints and become autonomous by initiating dialogic reflections with their colleagues and reaching contextualized decisions within a community of practice. So far, no study has explored how dialogic reflections can be performed among EFL (English as a Foreign Language) teachers. To fill the gap, the researcher investigated the process of dialogic reflections and explored whether it would affect the autonomy levels of Turkish EFL teachers. The data were collected through a teacher autonomy scale and by investigating the participants' dialogic reflections. The results indicated that teacher autonomy levels increased thanks to social interdependence through collaborative decision-making. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01