چکیده:
Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with regard to learner autonomy and how this could differ from that of Iranian EFL teachers. To that end 112 EFL and Non-EFL teachers were purposefully cluster-sampled. Based on convenient sampling but only after data saturation was reached were 12 teachers interviewed. Based on the result of the interviews and the data gleaned from the literature a questionnaire was developed. The sample were asked to complete the questionnaire and then through negative case analysis some were interviewed. The questionnaire tapped into the social, political, psychological and personal aspects of learner autonomy. The results indicated the informants, be it EFL or non-EFL, found learner autonomy to be a psychological construct, which can be traced back to their personal knowledge. Finally, with regard to the feasibility and desirability of learner autonomy implementation in the education system, the informants see learner autonomy as more of a desirable concept than feasible. It is hoped that teachers and teacher educators find the results as well as the suggestions-for-action made at the end of the study helpful and that the results have tangible implications for the Iranian education system when fed into professional development activities and strategic planning.
خلاصه ماشینی:
Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with regard to learner autonomy and how this could differ from that of Iranian EFL teachers.
This study thus investigates the existence of a certain pattern and makes comparison between Iranian EFL and non-EFL teachers’ knowing of learner autonomy (henceforth LA) to come up with a model for the Iranian context.
Key points to be addressed in teacher cognition research concerns four areas: what teachers have cognitions about; the development of these cognitions; the interaction of these cognitions and teacher learning, and finally their interaction with classroom practice (Beach 1994; Holt Reynolds, 1992; Kettle & Sellars 1996; Weinstein 1990).
Extensive experience of classrooms which defines early cognitions and shapes teachers’ perceptions of initial training May affect existing cognitions although especially when unacknowledged, these may limit its impact Schooling Professional coursework Beliefs, knowledge, attitudes, images, assumptions, metaphors, conceptions, perspectives Teacher cognitions About teaching, teachers, learning, students, subject matter, curricula, materials, instructional activities, self Contextual factors Classroom practice Including practice teaching Influence practice either by modifying cognitions or else directly, in which case incongruence between cognition and practice may result Defined by the interaction of cognitions and contextual factors.
Studies in the literature (Borg, 2003; Camilleri, 1999; Candy, 1991; Chan, 2003; Crabbe, Elgort & Gu, 2013; Feryok, 2013; Dam, 2003; Kohonen, 1992; Lai, Gardner & Law, 2013; Lewis, 2013; Lier, 1996; Little, 2002, 1991; Oxford, 2003; Sheerin, 1991) indicate that a definition of autonomy would not be complete if it does not consider the teacher, and that autonomy is a process not a fixed state or product, and that it is sensitive to the context including the cultural and educational setting.