Teacher Autonomy and Professional Teacher Development: Exploring the Necessities for Developing Teacher Autonomy in EFL Japanese Contexts
Title
Teacher Autonomy and Professional Teacher Development: Exploring the Necessities for Developing Teacher Autonomy in EFL Japanese Contexts
Teacher Autonomy and Professional Teacher Development: Exploring the Necessities for Developing Teacher Autonomy in EFL Japanese Contexts
Keywords: teacher autonomy; professional teacher development; EFL Japanese contexts
Authors
Atsushi Iida
Indiana University of Pennsylvania, U.S.A
Atsushi Iida
Indiana University of Pennsylvania, U.S.A
Bio Data
Atsushi Iida is currently a doctoral candidate in the Composition and TESOL Program and an instructor of Japanese in the Critical Languages Program at Indiana University of Pennsylvania, Indiana PA. He received his Master of Arts with TESOL at Indiana University of Pennsylvania in 2007. His research interests include L2 writing, creative writing, learner autonomy, weblog-based pedagogy and ESL/ EFL methodology.
Abstract
The main purpose of this study is to examine how EFL Japanese teachers can develop teacher autonomy. Teacher autonomy is related to various components including both individual teacher s psychological factors such as motivation, stress, or job dissatisfaction and social factors which include school systems or educational policies provided by the government. Likewise, working time, workload and wage have affected teacher autonomy (Pearson & Moomaw, 2006). In order to achieve the purpose of the study, this paper will first define what teacher autonomy is and then explore what components are included within the concept. Also, it will discuss how teacher autonomy can be fostered from both viewpoints of career-long English language learners and professional teacher development. Finally, this study will provide some suggestions for developing teacher autonomy. The study is researched from a micro aspect, meaning that it focuses on what EFL Japanese teachers can do in their given contexts.
The main purpose of this study is to examine how EFL Japanese teachers can develop teacher autonomy. Teacher autonomy is related to various components including both individual teacher s psychological factors such as motivation, stress, or job dissatisfaction and social factors which include school systems or educational policies provided by the government. Likewise, working time, workload and wage have affected teacher autonomy (Pearson & Moomaw, 2006). In order to achieve the purpose of the study, this paper will first define what teacher autonomy is and then explore what components are included within the concept. Also, it will discuss how teacher autonomy can be fostered from both viewpoints of career-long English language learners and professional teacher development. Finally, this study will provide some suggestions for developing teacher autonomy. The study is researched from a micro aspect, meaning that it focuses on what EFL Japanese teachers can do in their given contexts.
[private]
See pages: 47-65
[/private]Category: Monthly Editions, Volume 35
