The Role of Teacher Cooperation in Promoting Learner Autonomy: Perspectives from Focus-group Inservice Teacher Training

Abstract

Learner autonomy in language learning and teaching has been a notable focus of interest, and there is an abundance of literate available on this topic. However, how learner autonomy is practised in the language classroom has not received much attention. To address this gap, the current study set out to investigate English language instructors' classroom practices in public and private universities, and the potential contribution of inservice teacher training (INSET) in promoting learner autonomy through quantitative and qualitative analyses. Findings revealed that there is partial learner autonomy in institutions and the type of university (public or private) did not differ in terms of classroom practices and teaching strategies. Analyses of reflective writing papers also showed that inservice teacher training plays a significant role in promoting learner autonomy in language classes. Perceived impacts, drawbacks, and envisioning the future implementations of INSET programmes are discussed as emerging themes from thematic analyses.

Keywords

• Öğrenci özerkliği
• hizmet içi öğretemen eğitimi
• dil öğrenimi
• öğretmen işbirliği

The Role of Teacher Cooperation in Promoting Learner Autonomy: Perspectives from Focus-group Inservice Teacher Training

Öz

Dil öğrenimi ve öğretiminde öğrenci özerkliği dikkate değer bir ilgi odağı olmuştur ve bu konuda çok sayıda okur-yazar mevcuttur. Bununla birlikte, dil sınıflarında öğrenen özerkliğinin nasıl uygulandığı fazla ilgi görmemiştir. Bu boşluğu gidermek için mevcut çalışma, devlet ve özel üniversitelerdeki İngilizce eğitmenlerinin sınıf uygulamalarını ve öğrenci özerkliğini teşvik etmede hizmet içi öğretmen eğitiminin (INSET) potansiyel katkısını nicel ve nitel analizler aracılığıyla araştırmak için yola çıkmıştır. Bulgular, kurumlarda kısmi öğrenci özerkliğinin olduğunu ve üniversite türünün (devlet veya özel) sınıf uygulamaları ve öğretim stratejileri açısından farklılık göstermediğini ortaya koymuştur. Yansıtıcı yazma kağıtlarının analizi ayrıca hizmet içi öğretmen eğitiminin dil sınıflarında öğrenen özerkliğini geliştirmede önemli bir rol oynadığını göstermiştir. Tematik analizlerden ortaya çıkan temalarda INSET programlarının gelecekteki uygulamalarına dair algılanan katkılar, dezavantajlar ve tavsiyeler, tartışılmıştır.

Anahtar Kelimeler

• Öğrenci özerkliği
• hizmet içi öğretemen eğitimi
• dil öğrenimi
• öğretmen işbirliği

Kaynakça

1. Al Asmari, A. (2013). Practices and Prospects of Learner Autonomy: Teachers’ Perceptions. English Language Teaching, 6(3)
2. Atay, D. 2008. Teacher research for professional development. ELT Journal 62, no. 2: 139–47.
3. Barillaro, F. (2011). Teacher perspectives of learner autonomy in language learning MA dissertation. TESOL.
4. Basri, F. (2020). Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education, 1-16. DOI: 10.1080/13562517.2020.1798921
5. Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. http://dx.doi.org/10.1017/S0261444806003958
6. Bolam, R. 1982. School focussed in-service training. London: Heinemann Educational Books.
7. Borg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research 5, no. 2: 156–77.
8. Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.

9. Camilleri, G. (1997). Learner autonomy: The teachers’ views. Retrieved 24-11-2012 from Centre. Sheffield Hallam University.
10. Cimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
11. Creswell, J. W., & Creswell, J. D. (2018). Research and design qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
12. DeVries, R., & Kohlberg, L. (1987). Programs of early education. New York: Longman.
13. Diaz-Maggioli, G. (2005). Teacher-centred professional development. Alexandra, VA: Association for Supervision and Curriculum Development.
14. Dickinson, L. (1993). Talking shop: Aspects of autonomous learning, An interview with Leslie Dickinson. ELT Journal, 47(1), 330-341.
15. Eren, Ö. (2020a). The Path to Digitalisation in ELT Classes: An Insight into the Social Nature of Web-Based Language Learning. In Handbook of Research on Digital Learning (pp. 160-172). IGI Global.
16. Eren, Ö. (2020b). Teacher Autonomy from a Cross-Cultural Perspective: A Repertory Grid Study for Beliefs and Practices. International Online Journal of Education and Teaching, 7(1), 96-109.
17. Farrell, T.S.C. (1999). The reflective assignment: Unlocking pre-service English teachers’ beliefs on grammar teaching. RELC Journal 30, no. 2: 1–17.
18. Fullan, M.G. 1991. The new meaning of educational change. New York, NY: Teachers College Press.
19. Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54(2), 135-145.
20. Holec, H. (1989). On autonomy: some elementary concepts, in Riley, P. (ed.) Discourse and learning. New York: Longman.
21. Lacey, F. (2007). Autonomy, never, never, never! Independence, 42, 4-8.
22. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182.
23. Pacek, D. (1996). Lessons to be learnt from negative evaluation. ELT journal, 50(4), 335-343.
24. Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815-830.
25. Schuster, J., Hartmann, U., & Kolleck, N. (2021). Teacher collaboration networks as a function of type of collaboration and schools’ structural environment. Teaching and Teacher Education, 103, 103372.
26. Smith, R. C. (2000). Starting with ourselves: Teacher-learner autonomy in language learning. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 89-99). London: Longman. www.ecml.at/documents/pubCamilleriG_E.pdf
27. Tsai, Y. R. (2021). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 34(7), 979-1011.
28. Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.
29. Uysal, H. H. (2012). Evaluation of an In-Service Training Program for Primary-School Language Teachers in Turkey. Australian Journal of Teacher Education, 37(7), n7.
30. Vangrieken, K., & Kyndt, E. (2020). The teacher as an island? A mixed method study on the relationship between autonomy and collaboration. European Journal of Psychology of Education, 35(1), 177-204.
31. Wolter, B. (2000). A participant-centred approach to INSET course design. ELT Journal, 54(4), 311-318.
32. Yan, C., & He, C. (2012). ‘Non-traditional programmes for non-traditional students’: teachers’ perceptions of part-time INSET programmes in China. Teacher Development, 16(1), 111-124.
33. Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, 21(3), 233-247.
34. Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. Handbook of research on teaching, 4, 298-330.