TEACHER AUTONOMY FROM A CROSS-CULTURAL PERSPECTIVE: A REPERTORY GRID STUDY FOR BELIEFS AND PRACTICES

Eren Ö.

IOJET, cilt.7, sa.1, ss.96-109, 2020 (Hakemli Dergi) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 7 Sayı: 1
  • Basım Tarihi: 2020
  • Dergi Adı: IOJET
  • Derginin Tarandığı İndeksler: EBSCO Education Source, Educational research abstracts (ERA), MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.96-109
  • Hatay Mustafa Kemal Üniversitesi Adresli: Evet

Özet

Living in a competitive world requires teachers to be aware of their potentials and reflectthem on their daily practices. Autonomous teachers can think and act on their own rather thansticking to the established patterns. Current studies mostly deal with perceptions about learnerautonomy and focus on local environment. However, what teachers understand from autonomyand their classroom practices are very important. Therefore, this study aims to investigateteachers’ autonomy perceptions from cross-cultural perspective. The data was collected byusing (1) Repertory Grid Technique with three teachers, (2) semi-structured interviews with15teachers and (3) classroom observations of 24 lessons for data triangulation to validate eachother. Findings suggest that teachers from various cultural backgrounds interpret autonomywith different constructs, yet these differences complete each other in classroom practises. Thisis also corroborated with semi-structured interviews and classroom observations.