Abstract
This article delves into the emerging idea of teacher autonomy in language education pedagogy. Even though it is commonly acknowledged that teacher autonomy is essential for professional development and for promoting learner autonomy, the term has proven challenging to define. To provide a more comprehensive grasp of the concept, this article compiles the various definitions of teacher autonomy offered by various authors. While doing so, it seeks to demonstrate the significance of educating educators on the value of learner autonomy-promoting pedagogical techniques and the significance of self-inquiry and reflection for professional growth. This article draws on the research of several scholars to explain why teacher education curricula should incorporate the concept of autonomy.
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