logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
RHAPSODE
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
Research Article

An Examination of Instructional Autonomy Practices of Science Teachers

Okan Yolcu , Ruken Akar-Vural

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associ.

C

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

Keywords: Curriculum autonomy, instructional autonomy, science teachers, Turkey.

cloud_download PDF
Cite
Article Metrics
Views
747
Download
1128
Citations
Crossref
2

Scopus
1

References

Anderson, L. W. (1987). The decline of teacher autonomy: Tears or cheers? International Review of Education, 33(3), 357-373. https://doi.org/10.1007/BF00615308.

Aoki, N. (2002). Aspects of teacher autonomy: Capacity, freedom, and responsibility. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (pp. 111-124). Authentik.

Arslan-Şakar, S. (2013). Ortaokul ve liselerde çalışan İngilizce öğretmenlerinin öğretmen özerkliğine dair algıları: Sakarya ili örneği. [English teachers’ self-perceptıons of teacher autonomy in mıddle schools and high schools: The case of Sakarya] [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University.

Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259-275. https://doi.org/10.1177/1362168810365236

Benson, P., & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA, 24, 421-439. https://doi.org/10.1590/S0102-44502008000300003

Birinci, D. K. (2014). Merkezi sistem ortak sınavlarında ilk deneyim: Matematik dersi [First experience in central system common exams: Math lesson]. Journal of Education and Teaching Research/ Eğitim ve Öğretim Araştırmaları Dergisi, 3(2), 8-15.

Boyer, E. (1984). High school: A report on secondary education in America. Harper & Row.

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.

Brunetti, G. J. (2001). Why do they teach? A study of job satisfaction among long-term high school teachers. Teacher Education Quarterly, 28(3), 49–74.

Bull, B. L. (1988, April, 5-9). The nature of teacher autonomy [Paper presentation]. Annual meeting of the American Educational Research Association, New Orleans, LA, USA.

Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European Portfolio for Student Teachers of Languages (EPOSTL) as a tool to develop teacher autonomy. International Journal of Innovation in Language Learning and Teaching, 2(3), 238-252. https://doi.org/10.1080/17501220802158941

Bustingorry, S. O. (2008). Towards teachers’ professional autonomy through action research. Educational Action Research, 16(3), 407-420.  https://doi.org/10.1080/09650790802260398

Büyüköztürk, S. (2016). Sınavlar üzerine düşünceler [Reflections on the exams]. Kalem Journal of Education and Human Sciences/ Kalem Uluslararasi Eğitim ve İnsan Bilimleri Dergisi, 6(2), 345-356

Cakir, A., & Balcikanli, C. (2012). The Use of the EPOSTL to foster teacher autonomy: ELT student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16. https://doi.org/10.14221/ajte.2012v37n3.7

Candy, P.C. (1991). Self-direction for Lifelong Learning. Jossey-Bass.

Caprara, G., Barbaranelli, C., Steca, P., & Malone, P.S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001

Castle, K. (2006). Autonomy through pedagogical research. Teaching and Teacher Education, 22(8), 1094-1103. https://doi.org/10.1016/j.tate.2006.07.001

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-508. https://doi.org/10.1080/13562510120078045

Cheon, S. H., Reeve, J & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 1-12. https://doi.org/10.1016/j.tate.2019.103004

Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205. https://doi.org/10.1016/0346-251X(95)00008-8

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson.

Crookes, G. (1997). What influences what and how second and foreign language teachers teach? The Modern Language Journal, 81(1), 67–99. https://doi.org/10.1111/j.1540-4781.1997.tb01627.x

Deci, E. L., & Ryan R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self determination of behaviour. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174. https://doi.org/10.1016/0346-251X(95)00005-5.

Dikilitas, K., & Mumford, S. E.  (2019). Teacher autonomy development through reading teacher research: Agency, motivation and identity. Innovation in Language Learning and Teaching, 13(3), 253-266. https://doi.org/10.1080/17501229.2018.1442471

Ding, A. (2009). Tensions and struggles in fostering collaborative teacher autonomy online. International Journal of Innovation in Language Learning and Teaching, 3(1), 65-81. https://doi.org/10.1080/17501220802655490

Doyle, W. (1985). Recent research on classroom management: Implications for teacher education. Journal of Teacher Education, 36(3), 31-35.    https://doi.org/10.1177/002248718503600307

Draper, I. (2000). Performance management: In from the cold. Managing Schools Today, November/December, 33–35.

Dymoke, S., & Harrison, J. K. (2006). Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching, 32(1), 71-92. https://doi.org/10.1080/02607470500511009

Edgar, D. E., & Warren R. L. (1969). Power and autonomy in teacher socialization. Sociology of Education, 42(4), 386-399. https://doi.org/10.2307/2112132

Eurydice. (2008). Levels of autonomy and responsibilities of teachers in Europe. Publication Office of the European. https://doi.org/10.2766/35479

Franklin, H. L. (1988). Principal consideration and its relationship to teacher sense of autonomy [Unpublished doctoral dissertation]. University of Oregon

Friedman, A. I. (1999). Teacher-perceıved work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58-76. https://doi.org/10.1177/0013164499591005.

Garrett, R. M. (1990). The introduction of school-based curriculum development in a centralized education system: A possible tactic. International Journal of Educational Development, 10(4), 303–309. https://doi.org/10.1016/S0738-0593(09)90007-4

Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. Jossey-Bass.

Hacker, P., & Barkhuizen, G. (2008). Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education. In T. Lamb & H. Reinder (Eds.), Learner and teacher autonomy: Concepts, realities, and response. (Vol. 1, pp. 161–186). John Benjamins Publishing.

Helgoy, I., & Homme, A. (2007). Towards a new professionalism in school? A comparative study of teacher autonomy in Norway and Sweden. European Educational Research Journal, 6(3), 232-249. https://doi.org/10.2304/eerj.2007.6.3.232.

Hong, W. P., & Youngs, P. (2016). Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea. Asia Pacific Journal of Education, 36(1), 20-33. https://doi.org/10.1080/02188791.2014.959471.

Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In K. R. Katyal, H. C. Lam & X. J. Ding (Eds.), Research studies education (Vol. 3, pp. 203-218). Faculty of Education, the University of Hong Kong.

Huang, J. (2011). A dynamic account of identity, agency and autonomy, in (T)EFL learning. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy (pp. 229–247). Multilingual Matters.

Ingersoll, R. M. (2007). Short on power long on responsibility. Educational Leadership, 65(1), 20-25.

Kahramanoğlu, R. (2017). Okul temelli program geliştirme [School-based curriculum development]. Journal of Interdisciplinary Education Research/ Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(1), 29-36.

Kennedy, K. (1992). School-based curriculum development as a policy option for the 1990s: An Australian perspective. Journal of Curriculum and Supervision, 7(2), 180–195.

Koustelios, A. D., Karabatzaki, D., & Kousteliou, I. (2004). Autonomy and job satisfaction for a sample of Greek teachers. Psychological Reports, 95(3), 883-886. https://doi.org/10.2466/pr0.95.3.883-886.

Kuku, S. M., & Taylor, J. W. (2002). Teachers’ participating in decision making: A comparative study of school leader and teacher perceptions in north Philippine academies. International Forum Journal, 5(1), 19-46.

LaCoe, C. S. (2006). Decomposing teacher autonomy: A study investigating types of teacher autonomy and how current public school climate affects teacher autonomy. [Unpublished Doctoral dissertation]. University of Pennsylvania.

Lamb, T. E. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118–127). Pearson Education.

Lamb, T. E. (2008). Learner autonomy and teacher autonomy. Synthesizing an agenda. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses (pp. 269-285). John Benjamins.

Lamb, T., & Reinders, H. (2007). Learner and Teacher Autonomy: Concepts, realities, Responses. Peter Lang.

Lawson, T. (2004). Teacher autonomy: Power or control? Education, 32(3), 3-18. https://doi.org/10.1080/03004270485200261.

Robertson, L & Jones, M. G. (2013). Chinese and US middle-school science teachers' autonomy, motivation, and instructional practices. International Journal of Science Education, 35(9), 1454-1489. https://doi.org/10.1080/09500693.2013.792439.

Little, D. (1995). Learner autonomy: Definitions, issues and problems. Authentic Ltd.

Little, D. (1999). Developing learner autonomy in the foreign language classroom: A social interactive view of learning and three fundamental pedagogical principles.  Canarian Journal of English Studies/ Revista Canaria de Estudios Ingleses, 38, 77–88.

Littlewood, W. (1996). Autonomy: An autonomy and a framework. System, 24(4), 427-435. https://doi.org/10.1016/S0346-251X(96)00039-5

Mackenzie, A. (2002). Changing contexts: Connecting teacher autonomy and institutional development. In A.S. Mackenzie & E. McCafferty (Eds.), Developing Autonomy: Proceedings of the JALT CUE Conference 2001 (pp.223–232). The Japan Association for Language Teaching College and University Educators Special Interest Group.

Manzano-Vázquez, B. (2018). Teacher development for autonomy: An exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching, 12(4), 387-398. https://doi.org/10.1080/17501229.2016.1235171

Marcosa, J.J.M., & Tillemab, H. (2006). Studying studies on teacher reflection and action: An appraisal of research contributions. Educational Research Review, 1(2), 112-132. https://doi.org/10.1016/j.edurev.2006.08.003

Mello, H., Dutra, D. P., & Jorge, M. (2008). Action research as a tool for teacher autonomy, DELTA, 24, 513-528. https://doi.org/10.1590/S0102-44502008000300007

Meyers, C. (1986), Freedom, autonomy, and responsibility: An analysis of autonomy in applied settings. [Unpublished Doctoral dissertation]. University of Tennessee.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage Publications, Inc.

Moore, W.P., & Esselman, M.E. (1992). Teacher efficacy, empowerment, and a focused instructional climate: Does student achievement benefit? [Paper presentation]. Annual Meeting of the American Educational Research Association, Washington, USA.

Nguyen, X. N. C. M., & Walkinshaw, I. (2018). Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries. Teaching and Teacher Education, 69, 21-32.   https://doi.org/10.1016/j.tate.2017.08.015

Oğuzkan, A. F. (1974). Eğitim Terimleri Sözlüğü [Education Glossary]. Turkish Language Association Publications.

Organisation for Economic Co-operation and Development. (2010). PISA 2009 Results: Executive Summary. www.oecd.org/dataoecd/34/60/46619703.pdf

Organisation for Economic Co-operation and Development. (2011). School autonomy and accountability: Are they related to student performance? PISA in Focus, 9, 1-4.

Organisation for Economic Co-operation and Development. (2013). PISA 2012 Results: What makes school successful? Resources, policies and practices (Volume IV). OECD Publishing.

Oshana, M. (2003). How much should we value autonomy? In E.F. Paul, F.D. Miller & J. Paul (Eds.), Autonomy (pp. 99-126). Cambridge University Press.

Öksüz-Gül, F. (2015). Eğitimsel liderlik uygulamaları bağlamında öğretmen özerkliğinin incelenmesi [Examining teacher autonomy in the context of educational leadership practices] [Unpublished master’s thesis]. Marmara University.

Özcan, H., & Düzgünoğlu, H. (2017). Fen Bilimleri dersi 2017 taslak öğretim programına ilişkin öğretmen görüşleri [Teachers' views on the science course draft curriculum (2017)]. International Journal of Active Learning, 2(2), 28-47.

Öztürk, İ. H. (2011). Öğretmen özerkliği üzerine kavramsal bir inceleme [A theoretical review on teacher autonomy]. Electronic Journal of Social Sciences/ Elektronik Sosyal Bilimler Dergisi, 10(35), 82-99.

Parr, A., Gladstone, J., Rosenzweig, E., & Wang, M.T. (2020). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teacher and Teacher Education, 98, 1-13. https://doi.org/10.1016/j.tate.2020.103228

Pearson, L. C., & Hall, B. W. (1993). Initial construct validation of the teaching autonomy scale. Journal of Educational Research, 86(3), 172-177. https://doi.org/10.1080/00220671.1993.9941155

Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment and professionalism. Education Research Quarterly, 29(1), 37–53.

Philips, R. (1991). National curriculum history and teacher autonomy: The major challenge. Teaching History, 65, 21-24.

Prichard, C., & Moore J. E. (2016). Variables influencing teacher autonomy, administrative coordination, and collaboration. Journal of Educational Administration, 54(1), 58-74. https://doi.org/10.1108/JEA-09-2014-0113

Ramos, R. C. (2006). Considerations on the role of teacher autonomy. Colombian Applied Linguistics Journal, 8, 183-202. https://doi.org/10.14483/22487085.10510

Sachs, G. T. (2000). Teacher and researcher autonomy in action research. Research Online, 15(3), 35-51.

Sahlberg, P. (2007). Education policies for raising students learning: The finish approach. Journal of Education Policy. 22(2), 147-171. https://doi.org/10.1080/02680930601158919.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201

Skilbeck, M. (2005). School-based curriculum development. In A. Lieberman (Ed.), The roots of educational change (pp. 109–132). Springer.

Smith, R.C. (2000). Starting with Ourselves: Teacher-Learner Autonomy in Language Learning. In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner Autonomy, Teacher Autonomy: Future Directions. (pp. 89-99). Pearson.

Street, M.S., & Licata, J.W. (1989). Supervisor expertise: Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, 20(2), 97-107.

Şişman, M., & Turan S. (2003). Eğitimde yerelleşme ve demokratikleşme çabaları [Localization and democratization efforts in education]. Journal of Educational Management in Theory and Practice/ Kuram ve  Uygulamada Eğitim Yönetimi, 34, 300-315.

Thompson, B. (2005). Exploratory and confirmatory factor analysis: Understanding concepts and aplications. American Psychological Association.

Trebbi, T. (2008). Language learner autonomy in a Norwegian context. In J. Miliander & T. Trebbi (Eds.), Educational policies and language learner autonomy in schools: A new direction in language education (pp. 40-52). Authentik.

Ullrich, W.J. (1992). Preservice teachers reflect on the authority issue: A case study of a student teaching seminar. Teaching and Teacher Education, 8(4), 361-380. https://doi.org/10.1016/0742-051X(92)90062-8

Ural-Keleş, P. (2018). Fen Bilimleri öğretim programı hakkında beşinci sınıf Fen Bilimleri öğretmenlerinin görüşleri [The opinions of fifth grade science teachers about science curriculum]. Journal of Qualitative Research in Education/ Eğitimde Nitel Araştırmalar Dergisi, 6(3), 121-142.

Usma, J., & Frodden C. (2003). Promoting teacher autonomy through educational innovation. Íkala Journal of Language and Culture/Íkala, Revista de Lenguaje y Cultura, 8(14), 101-132.

Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302-315. https://doi.org/10.1016/j.tate.2017.06.021

Vieira, F. (1997). Teacher development for learner autonomy: Ideas from an in-service teacher training project. English Language Teaching News, 33, 61-67. https://doi.org/10.1080/17501229.2016.1235171.

Wilches, J. U. (2007). Teacher autonomy: A critical review of the research and concept beyond applied linguistics. Íkala Journal of Language and Culture/ Íkala Revista de Lenguaje y Cultura, 12(18), 245-275.

Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China, System, 52, 139-148. https://doi.org/10.1016/j.system.2015.05.007

Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10th ed.). Seçkin Publishing.

Yin, R. K. (2003). Case study research: Design and methods (Vol. 5, 3rd ed.). Sage.

...