A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China  

作　　者：JIANG Yu-hong MA Ting 

机构地区：[1]Southwest University, Chongqing, China [2]Xiao Tang Shan Middle School, Beijing, China

出　　处：《Sino-US English Teaching》2012年第3期963-974,共12页中美英语教学（英文版）

摘　　要：Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

关 键 词：teacher autonomy novice teachers proficient teachers professional development comparative study 

分 类 号：G633.41[文化科学—教育学]