Investigation into Improvement of Teacher Autonomy and Student Autonomy through Collaborative Action Research
DOI:
https://doi.org/10.17507/tpls.1101.09Keywords:
collaborative action research, teacher autonomy, student autonomyAbstract
Teacher autonomy and student autonomy are interrelated and can’t be divided. Collaborative action research can improve EFL teachers’ professional development; renew their conception about the collaboration and change their fixed conception about teaching and learning.
References
Anderson, L, W. (1987). The decline of teacher autonomy: tears or cheers? International Review of Education, 33, 357-373.
Bartlett,L.(1990). Teacher development through reflective teaching. In Richards, J.C. & Nunan, D. (Eds.) Second Language Teacher Education, Cambridge University Press,202-214.UK.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System 23/2,175-182.
Nunan,D. (1990). Action research in the language classroom. In Richards, J.C. & Nunan, D. (Eds.) Second Language Teacher Education, Cambridge University Press,62-82.UK.
Tort-Moloney, D. (1997). Teacher autonomy: A Vygotskian theoretical framework. CLCS Occasional Paper No.48. Dublin: Trinity College, CLCS.
Wallace, M. (1998). Action Research for Language Teachers .Cambridge University Press .UK.
William La Ganza. (2009). Learn autonomy- teacher autonomy: Interrelating and the will to empower in Terry Lamb & Hayo Reinders Learner and Teacher Autonomy Concepts, realities and responses, John Benjamins Publishing Company. Netherlands.