Autonomy in an EFL Teacher Training Context: Trainee Teacher Perceptions of Instructor Expectations

Autor/in	Ok, Selami
Titel	Autonomy in an EFL Teacher Training Context: Trainee Teacher Perceptions of Instructor Expectations
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 3, Artikel 5 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Professional Autonomy; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Teacher Education; Foreign Countries; Likert Scales; Questionnaires; Classification; Student Attitudes; Teacher Expectations of Students; College Faculty; Teacher Attitudes; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? Berufsfreiheit; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Likert-Skala; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Schülerverhalten; Fakultät; Lehrerverhalten; Türkei
Abstract	Developing a sense of autonomy in teacher trainees can be considered as a goal itself; and to this end, instructors' expectations that can help them become autonomous need to be identified through the perspectives of teacher trainees rather than accepting directly what is true for instructors. This paper aims to explore the trainee teacher perceptions of instructor expectations leading them to become autonomous in an EFL teacher training context. The participants were 170 senior teacher trainees attending the ELT Department at Pamukkale University, Turkey. A mixed method was employed in the study. Firstly, a five-point Likert questionnaire was designed based on the students' replies to two open-ended questions covering in-class and out-of-class instructor expectations. Secondly, 10 senior students taking the School Experience course were asked to give their written opinions related to the instructor expectations leading to learner autonomy and they were classified under a set of themes. Based on the findings of the study, the participants seem to reflect a positive tendency towards in-class and out-of-class instructor expectations. The written views of the participants also offer significant hints for achieving autonomy within class practices and outside the class hours. One can say that instructors need to be as sensitive and selective as possible about their in-class and out-of-class expectations of teacher trainees in order to assist them in becoming autonomous as they try to find their own way independently of the instructors with relevant, carefully selected and meaningful tasks, activities and assignments. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01