Teacher Autonomy
A Critical Review of the Research and Concept beyond Applied Linguistics
Bibliographic Data
| ID | 14620488 |
|---|---|
| Authors | Jaime Usma Wilches (Universidad de Antioquia, corresponding author) |
| Year | 2007 |
| Volume | 12 |
| Issue | 1 |
| Pages | 245-275 |
| Publication date | 2007-11-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íkala Revista de Lenguaje y Cultura (JOURNAL) |
| Journal identifiers | ISSN: 0123-3432 • E-ISSN: 2145-566X |
| Publisher | Universidad de Antioquia (PUBLISHER • CO) |
| DOI | 10.17533/udea.ikala.2720 |
| OpenAlex | W1839457546 |
| Language | EN |
| Citations received | 25 |
| References cited | 17 |
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
Affect (linguistics) · Applied linguistics · Autonomy · Control (management) · Empirical research · Epistemology · Field (mathematics) · Linguistics · Meaning (existential) · Pedagogy · Political science · Sociology · Systemic functional linguistics · Collaborative Teaching and Inclusion · Communication · Computer Science · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies
Teacher autonomy for improving teacher self-efficacy in multicultural classrooms
Globalization and Language and Education Reform in Colombia
Comparing principal autonomy in time and space
The effects of ambidextrous leadership on teacher burnout
School culture and teacher job satisfaction in early childhood education in China
The multiple societal roles of teachers in England
Science mapping of the knowledge base on teacher autonomy
The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy
Unpacking autonomy for empirical comparative investigation
Autonomy for ourselves
Autonomy and Solidarity in School Culture
Finnish teachers’ approaches to personal worldview expressions
The Relationship Between Organizational Trust and Teacher Autonomy
Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides
Autonomy in the spaces
State, municipality and local community. Exploring principal’s autonomy and control in the rural north of Scandinavia
Experienced autonomy in the curriculum and Didaktik traditions
Understanding English learners’ experiences of their teacher’s self-directed navigation of education policies
Impact of distributed leadership on teacher job satisfaction in China
Teachers’ appreciation of autonomy as a personal interpretation of professional reality
Teacher autonomy and collaboration
Exploring the predictors of teachers’ teaching autonomy
Impact of School Leadership on Teacher Autonomy
Pedagogical considerations in the automation era
Making decisions about attainment grouping in mathematics
Self-Efficacy
Teachers’ Beliefs and Educational Research
Teacher-Perceived Work Autonomy
School Participant Empowerment Scale
The Self-Empowerment Index
Autonomy, beliefs and the learning of elementary mathematics teachers
Learning as dialogue
Promoting Teacher Autonomy through Educational Innovation
Teacher Autonomy and Accountability in Charter Schools
Between a rock and a (very) hard place
The New Teacher Education
The decline of teacher autonomy
Decentralisation In Education, Institutional Culture And Teacher Autonomy In Indonesia
School Teacher
Toward a Theory of Professionalization
| Citations per year | 1.47 |
|---|---|
| Citation span | 2009 - 2026 (18) |
| Highly cited | No |