Abstract
The purpose of this qualitative study was to examine how a beginning teacher's autonomous teaching beliefs were translated into classroom practice. This study revealed that the teacher had an overarching belief in autonomy as an avenue for participation in a democratic society. It was represented in her practical teaching philosophy through four interrelated themes: (1) valuing children as individuals while promoting dynamic group membership for everyone; (2) questioning students to facilitate their thinking; (3) setting clear expectations for behavior; and (4) expecting children to accept responsibility for their behavior. The teacher encountered extreme pressure to conform to the existing school culture which valued teacher-oriented practices. After the explication of this teacher's struggle and the role of critical reflection, as well as other factors, implications for first-year teachers and teacher education are discussed.
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