Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics
Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics
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教师自主权：对应用语言学之外的研究和概念的批判性回顾
DOI：
10.17533/udea.ikala.2720
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
J. Wilches
中科院分区：
文献类型：
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作者：
J. Wilches
在本文中，我将回顾应用语言学之外关于教师自主的概念和实证研究。研究表明，教师自主权可以被定义为一种个人免受干扰的自由感，或者是教师对学校事务的控制。这篇综述阐明了教师自主的意义，对教师行使其控制权的不同领域提供了有价值的见解，并探讨了影响教师绩效的一些个人和环境因素。本文肯定了超越特定领域分析教师自主的必要性
In this paper I will review conceptual and empirical research on teacher autonomy beyond the limits of applied linguistics. Research shows that teacher autonomy can be conceptualized as a personal sense of freedom from interference or in terms of teachers’ exercise of control over school matters. This review clarifi es the meaning of teacher autonomy, provides valuable insights about different domains in which teachers exercise their control, and explores some of the personal and contextual factors that affect their performance. This paper confi rms the necessity to analyze teacher autonomy beyond a particular field
Received: 27-03-07 / Accepted: 18-07-07
How to reference this article:
Usma Wilches, J. (2007). Teacher Autonomy: A Critical Review of the Research and Concept beyond Applied Linguistics. Íkala. 12(1), pp. 245 – 275.