Teacher autonomy development through reading teacher research: agency, motivation and identity

Abstract

ABSTRACTThis study highlights the need to promote more personal and informal processes in Teacher Autonomy and focuses on university Language Teachers’ processes in reading Teacher Research (TR) in order to understand how this impacts their autonomy development processes. In particular, it addresses teachers’ interactions with TR articles during the reading process, and aims to gain insights into autonomy development from the teachers’ reflection during the process. This study uses two well-known research tools, Think Aloud Protocol (TAP) and Focus Group Discussions (FGDs) for an innovative purpose: to fulfil both research and teacher education purposes, thus exemplifying a particular way to promote and investigate critical reading in teacher education. The analysis of the TAPs, and follow-up focus group discussions reveal the key theme of autonomy. Three autonomy-related sub-themes emerged: gaining agency, developing motivation and gaining awareness of a more democratic form of teacher development. 11 participants undertook a task that allowed a highly personalized interpretation of all aspects of the text. It is argued that conditions for autonomy development were created by offering freedom to choose and interpret a text that is comprehensible and relevant. Teachers were entirely free to interpret their texts, and responsible for their learning from it. Teachers interpreted the articles in a variety of ways, and differed according to their emphasis on the particular aspects: motivation, agency and identity. The study concludes that the task provided an opportunity for autonomy to emerge according to the developmental needs of the individual.