UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY

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Published Oct 5, 2019

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Betul Khalil
University College London
Tim Lewis
The Open University

Abstract

This study examined the understandings and exercise of teacher autonomy and aimed to uncover the deep structure that might shape these in the EFL context in Turkey. The study relied on a range of data sources including documents, a questionnaire, observations and interviews with Turkish teachers of English, headteachers and educational administrators. Our findings highlight a complex interplay between structure and agency that underpins the emergence of teacher autonomy. We conclude that we need to extend our understanding of language teacher autonomy and identify the underlying mechanisms that shape the development and exercise of teacher autonomy within a particular context.

Article Details

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Vol 6 No 4 (2019)
Section
Articles
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Author Biographies

Betul Khalil, University College London

Betul Khalil is an Honorary Research Associate at University College London and is currently working at the Open University as a Research Impact Manager and teaching at the University of Buckingham. Betul holds a PhD in Language Learning and Teaching.  

Tim Lewis, The Open University

Tim Lewis is currently a Senior Lecturer in Languages at the Open University. Tim holds a Ph.D in Comparative Literature. Tim researches and publishes in the fields of telecollaboration, tandem learning, learner autonomy and intercultural learning.